Teaching Program Research Articles

A Study to Evaluate the Effectiveness of Planned Teaching Programme on Knowledge regarding Home Care and Follow UP among Epileptic patients attending OPD in selected Hospital at Ahmedabad

A Study to Evaluate the Effectiveness of Planned Teaching Programme on Knowledge regarding Home Care and Follow UP among Epileptic patients attending OPD in selected Hospital at Ahmedabad

A Study to Assess the Effectiveness of Structured Teaching Program on Knowledge Regarding Prevention of Swine Flu Among in Rural Area in Indore City

Pigs around the world are susceptible to swine influenza, a respiratory disease brought on by type A influenza viruses, particularly strains H1N1, H1N2, H2N1, H3N1, H3N2, and H2N3. Swine influenza viruses can infect humans and cause mild to severe sickness in people of all ages. Those who come into contact with pigs are particularly at risk. Influenza epidemiology research was previously only done in resource-rich nations. After 30,000 cases of H1N1 illness were recorded from more than 70 countries on June 11, 2009, the World Health Organization proclaimed an H1N1 pandemic. The frequency of swine influenza significantly increased in 2015, reaching a 5-year high. 2015 saw 10,000 instances of swine flu confirmed in India, with 774 fatalities. KEYWORDS : Prevention from Swine flu, Rural area, Structured Teaching Programme

Assessment of knowledge and effectiveness of Video Teaching Program regarding Oral cancer among adolescence

Assessment of knowledge and effectiveness of Video Teaching Program regarding Oral cancer among adolescence

Efektivitas Guru Pendamping dalam Proses Pembelajaran di Taman Kanak-Kanak Aisyiah Bustanul Athfal Tulaan, Kecamatan Gunung Meriah, Kabupaten Aceh Singkil

An effective accompanying teacher can carry out his duties and functions professionally. Accompanying teachers are teachers who accompany children while studying in class. The accompanying teacher acts as a bridge in interacting between the core teacher and children who generally still have difficulty concentrating and focusing on paying attention to the core teacher. Because apart from being a therapist, he also helps the main teacher in providing lessons. The aim of this research is to find out how the accompanying teacher program works in the learning planning process at Aisyiyah Bustanul Athfal Tulaan Kindergarten, to find out how effective the accompanying teacher program is in the learning process at Aisyiyah Bustanul Athfal Kindergarten, Tula'an village before there are accompanying teachers, to find out how the process works. learning at Aisyiyah Bustanul Athfal Tulaan Kindergarten. The subjects in this research involved accompanying teachers, core teachers and school principals. This type of research is descriptive qualitative, researchers collect data through observation, interviews and documentation. The results of the research show in 3 aspects, namely: The accompanying teacher program in assisting the learning process at Ik Aisyiyah Bustanul Athfal Tulaan is good at assisting with lesson plans (RPP) and assisting in creating learning ideas. The effectiveness program for accompanying teachers in the learning process at Aisyiyah Bustanul Atfal Tulaan Kindergarten has been effective and good. And the learning process at Aisyiah Bustanul Athfal Tulaan Kindergarten is very good, accompanying teachers help children in many ways, such as children's concentration, participation in class, socialization, being polite and controlling children's behavior.

Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming

The acquisition of programming skills is often complex and poses challenges that impede students’ progress and understanding. This study aimed to assess the effectiveness of the flipped project-based learning (FPBL) model, implemented via Moodle LMS, in enhancing students’ communication and problem-solving abilities in programming education. The study employed a quasi-experimental design with a control group following a blended learning approach and an experimental group utilizing the FPBL model. Purposive sampling was used. Data collection involved pre- and post-tests assessing communication and problem-solving skills, analyzed through paired and independent sample t-tests to evaluate the significance of the observed improvements. These findings demonstrated significantly positive outcomes in the experimental group. For problem-solving skills, the paired sample t-test showed a mean difference of 16.000, a t-value of 5.852, and a significance level of 0.000. Communication skills analysis revealed a mean difference of 7.400, a t-value of 10.418, and a significance level of 0.000. Independent sample t-tests corroborated these results, indicating notable enhancements in both skills in the experimental group compared to the control group. he FPBL model based on the Moodle LMS markedly improved students’ communication and problem-solving skills in programming education. Future research should investigate the long-term retention of these skills and the applicability of the model across different disciplines and educational levels.

Decomposing Variation in Vocabulary and Listening Comprehension Task Performance in Spanish and English Into Person, Ecological, and Assessment Differences for Spanish-English Bilingual Children in the United States.

We investigated the contributions of person, ecological, and assessment characteristics to one's performance on vocabulary and listening comprehension tasks in English and Spanish. Person characteristics included English learner status, ecological characteristics included instructional program enrollment (bilingual vs. English immersion) and poverty status, and assessment characteristics included the language of assessment (Spanish vs. English) and linguistic grain size (vocabulary vs. listening comprehension). Data were from 208 Spanish-English emergent bilingual children in Grade 1 in the United States and were analyzed using explanatory item response models. Substantial variance in the tasks across both languages was attributable to the random effects of assessment/item (74%) and person (26%). English learner status was a significant student predictor of language performance, and the instructional program was a significant ecological predictor of language performance. Regarding assessment characteristics, both the language of assessment and linguistic grain size explained the variance in performance. There were no differences in performance on English assessments between children in the Spanish-English bilingual program and children in the English immersion program. However, on the Spanish tasks, children in the bilingual program outperformed their peers in the English immersion program. These findings highlight the importance of considering not only person/child characteristics but also ecological and assessment characteristics for Spanish-English bilingual children's performance on oral language tasks. https://doi.org/10.23641/asha.26972749.

Beliefs of Undergraduate Mathematics Education Students in a Teacher Education Program about Visual Programming in Mathematics Classes

AbstractIn the digital age, the range of digital technologies used in mathematics education grows. Since beliefs are affective-cognitive elements that significantly determine teachers' behavior in the classroom, they are an interesting field of research in mathematics education. A review of previous research has identified different groups of beliefs about the use of digital technologies in mathematics classes. These studies are not focused on specific digital technologies. In an empirical case study that is presented in this paper, the aim was to figure out how beliefs that can be described specifically about the use of visual programming relate to general beliefs about the use of digital technologies in mathematics education. A qualitative content analysis of the reflection journals of seven undergraduate mathematics education students on their work with Scratch, a visual programming environment, in a university seminar led to the formation of ten belief categories about the use of visual programming in mathematics classes. Most of the beliefs are associated with a positive attitude towards visual programming in mathematics education. However, some beliefs could also be identified that refer to the limits and challenges of using visual programming and thus demonstrate rather negative associations. Only a few of the categories identified match the list of belief groups about digital technologies in mathematics education identified in previous research. Some possible reasons for these results are discussed and further research interests in the field of beliefs about the use of digital technologies are suggested.

Evidencia de estrategias de desarrollo de habilidades socioemocionales y su impacto en el aprendizaje y el ajuste escolar

The objective of the study was to analyze the evidence on strategies for developing social-emotional skills and their impact on learning and school adjustment. A literature review was conducted of 25 scientific articles that addressed teaching strategies, programs, and theoretical approaches. The inclusion criteria were: publications in Spanish and English, empirical studies published between 2020 and 2024, that discussed strategies or programs for developing social-emotional skills in educational contexts, and that analyzed the impact of these strategies on student learning and/or school adjustment. The systematic search for studies was conducted in the databases: Scopus, Dialnet, and Google Scholar, considering the keywords “social-emotional learning,” “emotional intelligence,” “academic performance,” “school adjustment,” among others. Among the results, the studies support that the development of social-emotional skills, through teaching strategies such as social and emotional learning, positively impacts learning, school adaptation, and student well-being. These strategies strengthen key dimensions of emotional intelligence, such as self-awareness, self-management, social awareness, and relationship management. It is concluded that integrating the development of social-emotional skills into the school curriculum is relevant, through the implementation of comprehensive programs and teaching strategies that involve students, teachers, families, and communities. This contributes to the formation of more resilient students, with better self-regulation and adaptation skills, which results in more effective learning and school adjustment.

Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

This study examined the opportunities and difficulties of online learning in Zambia’s higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother.

Inside the homes, beyond the classroom: Teacher’s home visitation experiences

The purpose of this study was to describe the lived experiences, challenges, and insights of teachers in an elementary school in the District of Pandan, Division of Antique which were the basis of the proposed intervention program for teachers. On the other hand, the phenomenology research design was used in this study. The study utilized five elementary teachers as research participants. The data was analyzed and interpreted using the thematic analysis of Collaizzi’s method. The research instrument used was in the form of the interview guide. The teachers’ lived experiences with home visitation highlight three key themes: teacher’s commitment and mission, student’s struggles, and school-family connectedness. The home visitation challenges highlight three main themes: geographical problems, seasonal labor-dependent students, and personal safety. Support systems to address these challenges in home visitation programs. The study documents teachers’ insights in home visitation to improve academic performance. It identifies three key themes: innovation in teaching, conferencing, and parental involvement. The proposed intervention program was the Educational Empowerment for All (EEFA) Program.

Transformasi Pengajaran Tata Bahasa Arab dalam Buku 'Maharah Lughawiyah' Karya Rusydi Ahmad Thu’aimah

Abstract: Language is the primary tool in disseminating knowledge, intercultural communication, and the inheritance of civilization. Arabic language teaching is essential in education, especially in Islamic countries. In language teaching, the three key elements are sound, word, and structure, with grammar or "talking" being a vital aspect of ensuring meaning accuracy. This article reviews the levels of grammar study in Arabic language teaching based on Rusydi Ahmad Thu'aimah's research. Thu'aimah identified three levels of grammar teaching: beginner, intermediate, and advanced, with a different focus on each level. A descriptive and analytical approach was used in this study, with data collected from academic literature and field research. The results show that proper teaching methods and classifying materials based on learner levels can improve Arabic comprehension and language skills. However, challenges still exist in teaching Arabic grammar to non-native speakers, often caused by inappropriate teaching methods. Updates in grammar teaching programs are needed to match the learner's level of understanding, using effective learning methods such as deductive, inductive, problem-solving, grammatical, and grammatical translation. This gradual approach can help learners master Arabic more effectively. Keywords: Level of study, Grammar, Rusydi Ahmad Thu'aimah

Early insights into SLA with chatGPT: Navigating CS teachers and student perspectives in an opinion-based exploration

This study explores the integration of ChatGPT into Social Learning Analytics (SLA) to support programming education among computer science students at Mustapha Stambouli University, Mascara, Algeria. Utilizing a mixed-methods approach, the research combines quantitative surveys and qualitative analysis of recorded interactions of one example and interviews to examine the effectiveness, challenges, and perceptions of ChatGPT’s use in programming tasks across Arabic, French, and English. The study involved 57 students and five teachers, providing a comprehensive view of ChatGPT’s impact on learning experiences, engagement patterns, and programming performance. Results indicate that ChatGPT is frequently used as a supplementary tool, especially for programming-related queries, debugging, and last-minute assistance before deadlines. The tool’s adaptability to students’ needs, combined with its ease of use, enhances its perceived value in supporting independent learning. However, the limitations of the free version—such as restricted access, slower response times, and occasional inaccuracies—were frequently cited as barriers to consistent, effective use. Teachers acknowledged ChatGPT’s role in easing instructional burdens but emphasized the need for critical oversight to prevent over-reliance on AI-generated content. Ethical concerns regarding data privacy, academic integrity, and the quality of AI feedback were highlighted as key issues requiring attention. Interestingly, a significant portion of students expressed the belief that AI, including ChatGPT, could potentially replace human programmers in the near future, reflecting both optimism and concern about the evolving role of AI in the field. Despite this, educators maintained that while ChatGPT can augment programming education, human intuition, creativity, and contextual understanding remain irreplaceable. The study concludes that ChatGPT’s integration into SLA offers substantial opportunities to enhance educational support and enrich data on student learning behaviors. However, addressing accessibility issues, enhancing multilingual support, and mitigating ethical challenges are critical for maximizing the tool’s effectiveness. The findings underscore the importance of a balanced approach that leverages AI’s strengths while maintaining the essential role of human expertise in education and programming.

Leveraging Large Language Models to Support Authoring Gamified Programming Exercises

Skilled programmers are in high demand, and a critical obstacle to satisfying this demand is the difficulty of acquiring programming skills. This issue can be addressed with automated assessment, which gives fast feedback to students trying to code, and gamification, which motivates them to intensify their learning efforts. Although some collections of gamified programming exercises are available, producing new ones is very demanding. This paper presents GAMAI, an AI-powered exercise gamifier, enriching the Framework for Gamified Programming Education (FGPE) ecosystem. Leveraging large language models, GAMAI enables teachers to effortlessly apply storytelling to describe a gamified scenario, as GAMAI decorates natural language text with the sentences needed by OpenAI APIs to contextualize the prompt. Once a gamified scenario has been generated, GAMAI automatically produces exercise files in a FGPE-compatible format. According to the presented evaluation results, most gamified exercises generated with AI support were ready to be used, with no or minimum human effort, and were positively assessed by students. The usability of the software was also assessed as high by the users. Our research paves the way for a more efficient and interactive approach to programming education, leveraging the capabilities of advanced language models in conjunction with gamification principles.

A Study to Evaluate the Effectiveness of Structured Teaching Program on Knowledge Regarding Behavioral Therapy for Primary School Children Among the Primary School Teachers Working in a Selected Government Primary School at Pallipalayam, Namakkal Distric

A Study to Evaluate the Effectiveness of Structured Teaching Program on Knowledge Regarding Behavioral Therapy for Primary School Children Among the Primary School Teachers Working in a Selected Government Primary School at Pallipalayam, Namakkal Distric

Dr. Dharmendra's Enduring Influence on Leprosy: From Laboratory to Disease Control.

A stalwart of Indian dermatology, Dr. Dharmendra was particularly known for his breakthrough research on leprosy. Spanning over several decades, his work was marked by significant contributions, including the development of Dharmendra's lepromin, which served as a critical diagnostic tool and in advancing the understanding of immunological aspects of leprosy. Born in 1900 in present-day Pakistan, his early education and work experiences set the foundation for his later achievements in leprosy research. Despite the social stigma associated with the disease at the time, Dr. Dharmendra's dedication led him to take up key roles, such as the first director of the National Leprosy Control Programme and head of the Central Leprosy Teaching and Research Institute in Chengalpattu. His work significantly impacted leprosy control efforts in India. ⁤⁤His legacy was further cemented by his leadership in founding the Indian Association of Leprologists and his tireless editorial work in the Indian Journal of Leprosy. Through his publications and ongoing research, even after retirement, he continued to influence the field. Dr. Dharmendra's life and work remain a cornerstone of leprosy research, inspiring future generations. His legacy continues to be felt in the ongoing efforts to combat leprosy.

Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective

AbstractThe burgeoning English‐medium instruction (EMI) programs have aroused worldwide scholarly interest in giving language support for EMI subject teachers and their identity‐informed professional development. This study explored how an EMI subject teacher's identities and emotions were intricately interlinked before and after his co‐teaching practice with an English as a foreign language (EFL) teacher at a university in Midwestern China. Ethnographic tools including interviews, observations, and small talks were used over a 10‐month collaborative program. The findings show that the participant teacher's identities and emotions were interdependent with each other and mediated by collaborative teaching practice. Futhermore, emotional attachment to English enhancement and deep engagement in co‐teaching contributed to (re)construction of teacher identities as a content teacher, a competent English user, and an English learning facilitator. The participant's emotional attachment was explicated by his perezhivanie, or the emotional experience of his previous English learning and the emergent EMI teaching contexts. The study highlights the primacy of reconstructing teacher identities and supporting teacher emotional experiences in EMI teacher training and education programs.

Developing intercultural sensitivity in prospective teachers: the potential role of Roma culture immersion field experience

ABSTRACT Teacher preparation programmes through cultural immersion field experiences in Schools as Learning Communities have the potential to increase the intercultural sensitivity of future teachers to provide an effective response to the needs of Roma children. This research evaluated the impact of an intercultural training programme for prospective teachers that included instruction on the situation of the Roma community in the educational system and the transformative potential of the Schools as Learning Communities project, as well as a cultural immersion field experience in a school as a learning community in a vulnerable context. An experimental research design was used that involved collecting pre and post intervention data on a total sample of 321 undergraduate students who were assigned to either a control or experimental group. Results showed that the community-based immersion experience increased the intercultural sensitivity of prospective teachers. Specifically, the intervention, which took place in Spain, had an effect on the dimensions of Respect for Cultural Differences and Interaction Confidence between the control and experimental groups, with greater initial intercultural sensitivity shown by women in the dimensions Respect for Cultural Differences, Interaction Enjoyment and Interaction Engagement. The role of schools as learning communities in contextualised training through direct interaction with culturally diverse individuals is discussed.

Teacher Training: (Dis)encounter between Theory and Practice

The preparation of teachers is a key process in the development of effective teachers, however, initial training always seems insufficient and outdated to produce the expected teaching profile and respond to the dynamic character of today's society. This article reports part of the research "teachers in the process of initial training" (2020-2021), developed in the context of a Faculty of Education Sciences, Chile. Based on a qualitative methodology and a case study research strategy, we worked with 120 pedagogy students in the process of training, who offered their representations regarding the theory-practice relationship in the context of the Chilean educational system. In a complementary way, 5 focus groups were administered with the intention of enriching ideas and perspectives. The criteria to choose them were to be studying a pedagogy program, with experience of practices in schools and that they accepted to participate voluntarily, after signing consent. The results show that the theory-practice relationship can be understood in various ways: dependence, disagreement and integration which influence the way teaching is understood and its exercise. In terms of projections, the need arises to think of a training that in a bidirectional way manages to theorize the practice and experience the theory.

Python Language Teaching Evaluation System Based on LLM large model

With the rapid development of information technology and artificial intelligence, programming education is very important. However, the traditional Python language teaching evaluation method has some problems, such as strong subjectivity and low efficiency, which is difficult to meet the current situation of contemporary programming education. In order to overcome the limitations of traditional teaching methods and comprehensively evaluate students 'programming ability, the system uses LLM model to analyze code, and combines with the Streamlit framework to build a user interface to achieve convenient interaction and feedback. The experimental results show that the system has high accuracy and reliability, which can effectively evaluate students 'programming level and provide support for personalized teaching. Then it can promote the development of programming education

337 Awardee Talk: What’s the focus of your teaching lens?

Abstract Throughout a career, the intersection of research and teaching unveils a profound realization - greatest contributions emerge when the teaching lenses are student-focused. A passion for teaching, rooted in early experiences with agriscience courses, evolved into aspirations to pursue a Master Teacher capacity. Embodied in a metaphor of evolving software, teaching continually updates to ‘version 9.0,’ emphasizing adaptability and a commitment to student-centered learning and their ‘becoming’. As an active co-participant in learning processes, I have honed teaching to my personality, aligning with a lens for the diverse needs of students and their growth. Most impactful teaching arises from attentive listening and a lens of deep understanding of students. One key to success lies in creating compelling, coherent learning environments and involving students in collaborative discussions about their educational goals - educating to elevate and empower mindsets. My courses initiate with a “Begin with the End in Mind” session, engaging students in dialogue about the value they seek from the term, collaboratively planning the path to their educational objectives while creating a ‘safe holding environment.’ Over time, a teaching philosophy emerged, centered around constructing courses with achievable high expectations, involving students in logistical decisions, and clarifying benchmarks to keep learning outcomes on track. Pedagogical goals are to be an “Orchestrator of Discovery,” fostering self-directed learning. Science courses are challenging, yet balanced with fairness, sincerity, and a lens of student-centeredness - pursuing student feedback. Continually seeking innovative teaching enhancements combat stagnation by testing alternative teaching approaches, striving for perfection while acknowledging that improvement becomes a constant journey. Experiments include various activities catering to diverse learning styles, integrating digital tools or high-impact experiences. Instilling intellectual passion by expressing excitement for the material fosters an atmosphere where students recognize the lens of relevance of the subject matter and self-learning. Success is witnessing students express excitement and genuine interest. A ‘teaching transcends the classroom’ lens is about making a lasting impact on students’ lives. A graduate expressing gratitude for something learned is an ultimate reward for pedagogical rectitude. Advancing long-term goals of becoming a better teacher occurs by participating in campus teaching programs, subscribing to teaching-publications, and engaging in scholarship of teaching and learning. Regular assessments and feedback mechanisms inform the practice, ensuring that we stay attuned to students’ needs by delivering impactful instruction. Another lens is to actively seek funding for the teaching program, collaborating to adopt innovative practices. In conclusion, teaching lenses are rooted in reflection, adaptability, student-centeredness, a heavy leadership development/growth thread and a commitment to foster a love of learning in others. As we navigate the dynamic landscape of education, may we be driven by a lens of belief that teaching is not just a profession - it is a calling.