Teaching Techniques Research Articles

Language Processing Abilities in a Multilingual Context: The Role of Linguistic Background among Students in Amman, Jordan

Aim. This quantitative experimental study aims to examine the impact of linguistic background on language processing abilities among learners at a language academy in Amman, Jordan. The purpose of the study is to investigate how different linguistic backgrounds influence language processing skills specifically in the areas of grammar, syntax, and semantics. 
 Participants. The participants consist of 100 learners aged 18-25 with Arabic, English, or German as their native or primary language.
 Methods. The study utilizes the Pinker Test as a measurement tool for assessing language processing abilities and collects data through a background questionnaire. Descriptive and inferential statistical analyses are conducted to analyze the data.
 Results. The results of the study indicate that linguistic background significantly affects language processing abilities (F(2, 97) = 4.72, p < 0.05). Post-hoc analyses reveal significant differences in grammar task performance between English-speaking individuals and Arabic-speaking participants (p < 0.05), while English and German speakers show similar scores. In the syntax task, English-speaking individuals outperform Arabic speakers (p < 0.05), with no significant difference between English and German speakers. In the semantics task, English speakers outperform both Arabic and German speakers (p < 0.05), while Arabic and German speakers differ significantly (p < 0.05). 
 Conclusions. Based on the findings, it can be concluded that linguistic background plays a significant role in language processing abilities, specifically in the areas of grammar, syntax, and semantics. These results support previous research and highlight the influence of language transfer effects and cognitive processing abilities influenced by linguistic background. The implications of this study's findings include the need for tailored teaching techniques that consider learners' linguistic backgrounds to enhance language instruction.

Application of artificial intelligence-assisted image diagnosis software based on volume data reconstruction technique in medical imaging practice teaching

BackgroundIn medical imaging courses, due to the complexity of anatomical relationships, limited number of practical course hours and instructors, how to improve the teaching quality of practical skills and self-directed learning ability has always been a challenge for higher medical education. Artificial intelligence-assisted diagnostic (AISD) software based on volume data reconstruction (VDR) technique is gradually entering radiology. It converts two-dimensional images into three-dimensional images, and AI can assist in image diagnosis. However, the application of artificial intelligence in medical education is still in its early stages. The purpose of this study is to explore the application value of AISD software based on VDR technique in medical imaging practical teaching, and to provide a basis for improving medical imaging practical teaching.MethodsTotally 41 students majoring in clinical medicine in 2017 were enrolled as the experiment group. AISD software based on VDR was used in practical teaching of medical imaging to display 3D images and mark lesions with AISD. Then annotations were provided and diagnostic suggestions were given. Also 43 students majoring in clinical medicine from 2016 were chosen as the control group, who were taught with the conventional film and multimedia teaching methods. The exam results and evaluation scales were compared statistically between groups.ResultsThe total skill scores of the test group were significantly higher compared with the control group (84.51 ± 3.81 vs. 80.67 ± 5.43). The scores of computed tomography (CT) diagnosis (49.93 ± 3.59 vs. 46.60 ± 4.89) and magnetic resonance (MR) diagnosis (17.41 ± 1.00 vs. 16.93 ± 1.14) of the experiment group were both significantly higher. The scores of academic self-efficacy (82.17 ± 4.67) and self-directed learning ability (235.56 ± 13.50) of the group were significantly higher compared with the control group (78.93 ± 6.29, 226.35 ± 13.90).ConclusionsApplying AISD software based on VDR to medical imaging practice teaching can enable students to timely obtain AI annotated lesion information and 3D images, which may help improve their image reading skills and enhance their academic self-efficacy and self-directed learning abilities.

Project-Based Learning methodology (PBL) for the acquisition of Transversal Competences (TCs) and integration of Sustainable Development Goals (SDGs) in mechanical engineering subjects

This research is carried out within the framework of a two-year Educational Innovation and Improvement Project (EIIP) to be implemented at the Universitat Politècnica de València (UPV) during the academic years 2023-2024 and 2024-2025. The project aims to design and apply a Project-Based Learning methodology (PBL) for a proper acquisition of Transversal Competences (TCs) and integration of the Sustainable Development Goals (SDGs) in a mechanical engineering subject that is taught in the first year of the master’s degree in Mechatronic Engineering from the School of Design Engineering. Based on an assessment by the teaching staff of the current situation and the aspects to be improved, this article explains how the PBL methodology will be applied and performs an analysis through surveys and personal interviews with the students of their level of knowledge regarding the TCs and the SDGs that are worked on in the subject at the beginning of the academic year. The results show the need to continue working in the project and implementing active teaching techniques, such as PBL methodologies, to achieve a more attractive and motivating subject, closer to the labour market and a sustainable society.

Two for One: Merging Continuing Professional Development and Faculty Development in the CATE Curriculum for Pharmacy Preceptors.

Continuing professional development (CPD) and faculty development (FD) are not traditionally combined, although there is evidence that integrating them enhances knowledge acquisition. To explore preceptors' perceptions and the effectiveness of CATE (Clinical And Teaching Education), an education model that blends clinical content with the application of that clinical knowledge through a specified teaching technique. Thirty-five hospital and community pharmacy preceptors from the Leslie Dan Faculty of Pharmacy, University of Toronto, participated in CATE, which consisted of a 2-hour synchronous, online workshop integrating clinical content about depression with the "One-Minute Preceptor" (OMP) teaching skill. Qualitative and quantitative data were collected longitudinally using surveys and semistructured interviews. Participant and process outcomes were explored through descriptive and thematic analysis using a modified Kirkpatrick framework. Participants valued the incorporation of educational theory and opportunities to practise the OMP using scripted role plays based on the depression-related content. The combination of FD and CPD was appealing, although participants wanted more clarity about their integration. The CATE model positively influenced their approaches to serving as preceptors, and using the OMP helped to reveal learners' knowledge gaps. There was a desire to share the teaching technique with colleagues to provide a more cohesive approach to teaching. Integrating CPD and FD in a synchronous, online environment was feasible and well received, and it helped to solidify preceptors' roles as educators. Combining CPD and FD represents an effective strategy to build the clinical and educational expertise of preceptors, which in turn has the potential to improve the quality of experiential learning for pharmacy students. This novel method of fostering the pedagogical growth of preceptors could be a model for other health professions.

Significant Aspects of Teaching Legal Negotiations to Law Students in Russia

The paper deals with the overview, prioritization and analysis of the elements that are inalienable in legal negotiations and teaching modules of the course on negotiations. An experienced legal negotiating coach keeps in mind a number of vital elements of the course, such as personal ch aracteristics of learners, stylistic patterns and cultural features. The data collected in the research supports the fact that cultural shifts reflected in the statements of negotiators have a direct impact on the negotiation result and often lead to misunderstandings and inability to reach an agreement. For instance, Russian businessmen often unconsciously apply inflexible aggressive integrated strategy of negotiations. Thus, the negotiation course module devoted to cultural awareness and appropriate negotiating strategies development should contain, inter alia, information connected with authentic reactions of negotiators belonging to a particular ethnic group, and this information should be scrutinized and deeply considered. Consequently, it will be useful to apply the priming teaching technique through the comparison and analysis of students’ responsive statements with native speakers’ responsive statements in one and the same simulation which will facilitate mastering successful negotiation skills leading to a package deal beneficial for all parties.

Difficulties in Studying Abstract Algebra at the Undergraduate Level

This study has attempted to explain the major challenges that undergraduate students face when learning abstract algebra. Students at the undergraduate level totaling one hundred twenty (120) were chosen as the sample size. In this study, the survey design is based on the positivist paradigm. Probability sampling was used to select the students of undergraduate level. For the validation of this study, self-administrated Likert type questionnaires were employed, along with extensive discussion with mathematics teachers who have taught and are presently teaching algebra at the undergraduate level. According to survey results, there were four main reasons—Formalism and Rigor, Lack of Prior Knowledge, Teaching and Learning Technique, Assignment and Assessment, -that hindered the students’ ability to learn abstract algebra. The research outcomes in terms of motivation, self- esteem and challenges of the respondents will be helpful to understand the nuances of teaching and learning abstract algebra at higher education in Nepal.

Bridging the Gap: Exploring the Revolutionary Application of GenAI in Language Teaching and Learning

Objective: The objective of this research is to investigate the possibilities of Generative AI (GenAI) in language education, to suggest the ways of overcoming limitations, restructuring teaching methods, and improving language assessments. It seeks to study the influence of GenAI on the learning outcomes of language and student satisfaction and address ethical aspects. Methodology: A multi-methods approach was utilized in which demographic analysis, pre-test and post-test assessments, GenAI usage analytics, course evaluation surveys, and focus groups were conducted. Participants were divided into control and experimental groups, with the experimental group being engaged in GenAI-assisted language learning activities. Statistical analysis was carried out to compare pretest and post-test scores, to evaluate GenAI usage patterns and to analyze the survey responses. Findings: The demographic analysis indicated equally distributed across gender and age brackets with differences in technology expertise and AI exposure. Pre-test and post-test scores comparison demonstrated significant improvement in both groups but the experimental group showed significant more gains, showing GenAI- assisted learning to be very effective. GenAI utilization analytics showed significant use of GenAI by the experimental group participants. Ratings from a course evaluation survey showed a higher level of overall satisfaction and positive perception of GenAI. The study demonstrates the transformatory role of GenAI for language teaching, implying teaching techniques and student participation. Novelty: This study adds to the developing area of AI-augmented language education, as it offers empirical proof of the benefits of GenaAI in improving language learning results and increasing student satisfaction. It fills the gap in literature by investigating the effect of GenAI on various facets of language education, including teaching approaches, assessments, and student interaction. The results are a reminder of the key role of ethical issues in the application of AI technologies in education and give a direction for further research and practice.

KESAN DIRECTED READING THINKING ACTIVITY (DRTA) DALAM MENINGKATKAN TAHAP PENCAPAIAN KEFAHAMAN MEMBACA PELAJAR [THE EFFECT OF DIRECTED READING THINKING ACTIVITY (DRTA) IN IMPROVING STUDENTS’ COMPREHENSION

This study explores the strategy of Directed Reading Thinking Activity (DRTA) on the achievement of reading comprehension in Year 7 in one of the secondary schools in the Brunei and Muara districts, Brunei Darussalam. In addition, this study also examines students' perceptions of DRTA in teaching and learning comprehension in the classroom. The purpose of this study is to examine students' ability to comprehend the content of reading. This study uses an action research design, and the sample consisted of 14 students from Years 7 in moderate to weak levels. The results of this study were analysed using a paired t-test to assess whether there was a significant difference in the mean score in the achievement of the pre-study test and the post-study test of the students. In addition, the researcher also used mean scores to find out students' perceptions of DRTA techniques in teaching and learning comprehension. Based on paired t-test analysis, it shows a difference in the mean score in the achievement of pre-study test and post-study test of students, t (14) = -6.79, p .000< .005. While the results of the mean score analysis for students' perception of the DRTA technique in teaching and learning comprehension show a positive reaction and response between a mean of 3.07 to 3.57. Therefore, the overall study of the DRTA technique proves that this technique can improve student achievement in reading and comprehension.

Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.

Investigating the Classroom Implementation of Mandarin Teachers' Pedagogical Content Knowledge (PCK): Exploring Effective Strategies and Practices for Teaching Chinese as a Foreign Language in the Philippines

This mixed-methods explanatory sequential research investigated the Pedagogical Content Knowledge (PCK) cognitions and practices of Filipino high school teachers of Mandarin. The PCK framework highlights the crucial interplay between pedagogical and content knowledge, aiding educators in selecting the most suitable teaching techniques to effectively present the subject matter. This study combined both quantitative and qualitative data from self-assessment reports, semi-structured interviews, and classroom observations, providing a clear picture of the participants’ PCK. Using descriptive statistics and thematic analysis, this study fully captured the participants’ PCK. The qualitative data revealed that the participants' confidence level on their pedagogical content knowledge was considered high. While the qualitative data uncovered the participants’ eighteen PCK practices, and their cognitions on the significance of using appropriate techniques to maintain motivation, achieve lesson’s objectives, cater students’ needs, and bridge challenges in teaching Chinese Mandarin. Lastly, anchored from the findings, this study provided recommendations such as deepening the participants’ understanding of the PCK framework and strengthening each professional knowledge, contributing to improving the participants’ capability to effectively teach Mandarin.

Embedding higher order thinking skills in Islamic history (Sirah) education in Malaysia

<span lang="EN-US">The promotion of integrating higher order thinking skills (HOTS) in the Malaysian education system is pivotal to producing analytical thinkers to keep up with the rapid globalization of this era. Thus, the implementation of HOTS in learning and facilitation (PdPc) has been emphasized. However, little is known about the integration of HOTS in Islamic history and civilization (</span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US">) lessons. Furthermore, teachers continue to use traditional methods and disregard incorporating HOTS in PdPc. Therefore, the current study conducted an in-depth investigation into the components of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons to support the implementation of the Malaysian education development plan (PPPM) 2013-2015 by strengthening teaching techniques through the use of HOTS for a better understanding of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons. Using an explanatory sequential mixed method design, the findings reveal that the teaching components of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons with the integration of HOTS are at a moderate level in the conclusion stage of a lesson. Therefore, the current study proposes a model that integrates HOTS, i.e., the element of attitude, preparation and planning, teaching aids with relevant aspects of PAK21, knowledge of HOTS, mastery of the subject content, teaching techniques and approach, assessment, and evaluation.</span>

A STUDY ON THE RELATIONSHIP BETWEEN GAME-BASED LEARNING AND SECONDARY SCHOOL STUDENTS’ MATHEMATICS ACHIEVEMENT IN SMK KOMPLEKS GONG BADAK

Digital game-based learning (DGBL) is an instructional method that incorporates educational content or learning principles into video games with the aim of engaging learners. The teaching techniques in schools are mostly still teacher-centered where the practice of exercise and memorization of tips and formulas are emphasized in learning. This research studied the relationship between game-based learning with the achievements of students in SMK Kompleks Gong Badak, specifically in Mathematics. Quantitative approach-based research and a single cross-sectional design were employed. A set of questionnaires were used for data collection. Data samples were collected from approximately 100 students in the selected school. The result shows that DGBL significantly affects student’s achievements, indicating a good perception of its application. Gender also plays a role in this case, where a significant difference was also found in the mean usage of game-based learning toward mathematics achievement between male and female students. Due to these results, it can be concluded that DGBL does affect students’ achievement in mathematics. In addition, one of the most effective approaches to achieving a student-centered learning process is through the use of DGBL.

Different Masters' Educational Methods on the Same Problem Based on the Present Situation of Vocal Education——Take 8 videos of 6 vocalists as an example

The master class in vocal teaching has a significant impact on the improvement of students' vocal skills. This study aims to analyze the similarities and differences in vocal teaching between China and Western countries by comparing videos of master classes, and explore the cultural and societal reasons behind these differences. Six master classes from renowned vocal masters from both China and Western countries were selected as research samples. The analysis was conducted using a framework that includes cultural background and traditions, teacher-student relationships and interactions, and music theory and technical teaching. The analysis revealed that similarities in vocal teaching between China and Western countries include aspects such as expanding educational enhancements, demonstration and imitation, and personalized teaching. Differences were observed in warm-up exercises before singing, the timing of raising questions during singing, and the overall atmosphere of the class. Based on these findings, it is proposed that future vocal teaching should follow a teaching approach of "question-exploration-communication," preserving the strengths of existing educational models while learning and incorporating advanced aspects of Western vocal education.

The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course

Today, individuals should adapt themselves to the rapidly changing and developing information age and have learning skills. It is only possible by adopting new approaches and strategies instead of traditional teaching methods and techniques. Different learning and teaching approaches are characterized by various methods and designs, such as differentiated instruction. The primary purpose of differentiated instruction is to employ teaching activities depending on students’ learning styles and interests. This study aimed to determine the effect of learning style-based differentiated instructional activities on 4th-grade students’ academic achievement and learning retention in the social studies course. This study draws attention to the differences between differentiated teaching activities based on learning style and traditional teaching practices and proposes practical solutions for effective social studies teaching. In this study used a quasi-experimental model with pretest-posttest control group designs. The study group consisted of 62 4th-grade primary school students. The experimental group completed learning style-based differentiated instructional activities in the study, while traditional teaching methods were used in the control group. The data were collected with an academic achievement test and interview forms developed by the researchers. The quantitative data were analyzed using arithmetic means, frequency, independent group t-test, and dependent group t-test, and the qualitative data obtained from interviews were examined using descriptive and content analysis approaches. A significant difference was found in the experimental group students’ academic achievement in the social studies course, in which learning style-based differentiated instructional activities were applied. There was a significant difference in the retention scores between the experimental group, in which learning style-based differentiated instructional activities were applied, and the control group, in which the traditional teaching methods were preferred. The difference was in favor of the experimental group. Learning style-based differentiated instructional activities allowed students to participate in the activities actively, facilitated classroom management, and offered an entertaining and well-prepared learning atmosphere where individual differences and learning paces are welcomed. The teacher-centered teaching approach based on traditional methods and the direct transfer of information to students should be replaced with student-centered approaches responsive to learning styles, individual differences, interests, and potentials. Social Studies Course Curriculum and educational materials should be enriched with differentiated instructional activities. Social Studies Course Curriculum and materials (e.g., textbooks, lesson plans, and printed materials) should be enriched with differentiated instructional activities.

Analisis Impleentasi Strategi Pengembangan Karakter Disiplin Melalui Pembelajaran Pendidikan Pancasila pada Siswa Kelas 4 SDN 192 Ciburuy

This study describes the implementation of disciplinary character development strategies through Pancasila education learning and its impact on grade 4 students, obstacles and solutions, and student responses regarding the implementation. The research method used is qualitative with a descriptive approach. Data were collected through observation, interviews, questionnaires, and documentation. The data analysis technique uses Miles & Huberman analysis which consists of data reduction, data presentation and conclusion drawing. The results showed that the implementation of disciplinary character development strategies through Pancasila education learning was carried out through habituation, exemplary, advice, and rules at the beginning to end of learning activities which had a good impact on student discipline. The obstacles felt are related to infrastructure, lack of parental contribution, difficulty in choosing words in delivering advice and lack of student awareness. Solutions include adjusting teaching techniques, communicating with parents, delivering advice with seduction, stories or fairy tales, and providing understanding to students. Student responses related to the implementation are that disciplinary character development strategies can be implemented in Pancasila education learning through habituation, exemplary, advice, and rules

Research and Practice on Optimisation of Curriculum Content in the Teaching Stage of Performance Creation

In contemporary art education, teaching performance creation is vital for fostering students’ comprehensive quality and creativity. However, the current curriculum faces issues such as irrational course design, monotonous teaching methods, and lack of student engagement. This study aims to optimize course content in performance creation teaching to enhance educational outcomes. It reviews the current state and challenges of performance creation education globally, and proposes a systematic optimization plan grounded in pedagogical theories and practical needs. The plan includes revised course objectives, content design, teaching methods, and assessment strategies, emphasizing student-centered approaches, creativity, expressiveness, teamwork, and diversified teaching techniques to boost student interest and initiative. To evaluate the effectiveness of the optimized program, an experimental study was conducted in actual classrooms, using questionnaires, classroom observations, and student interviews for data collection. Quantitative and qualitative analyses reveal that the optimized content significantly improves students’ performance skills and creativity, while increasing their learning interest and participation. Teachers report that the new methods better stimulate students’ potential and enhance teaching outcomes. This study offers theoretical support and practical guidance for performance creation teaching reform and serves as a valuable reference for future educational research and practice.

A Study on Benefits and Challenges of Peer Teaching with Special Reference to Thrissur Corporation

With the aim of highlighting both the benefits and inherent challenges that peer teaching in educational contexts brings, this study investigates the complicated topic of peer teaching. Through a careful review of the body of research and empirical evidence, we explore how peer teaching impacts learners’ cognitive, social, and emotional development. Better academic outcomes, more self-esteem, and the growth of critical interpersonal skills are all benefits. Also covered in the study are the challenges of peer teaching, including issues with power dynamics, knowledge gaps, and potential conflicts. This study used a descriptive research style and included both quantitative and qualitative data. This study explores the efficacy of peer teaching strategies in various educational environments. Data was gathered from a sample of 138 students enrolled in various courses adopting peer teaching practice thorough mixed-methods analysis. The quantitative investigation revealed a considerable improvement in student learning results. The findings of qualitative research provided a nuanced viewpoint on the benefits and limitations of the peer teaching technique. The results suggest that instructors can improve learning outcomes and student engagement by implementing peer teaching strategies.

Effectiveness of selected small group teaching methods for undergraduate medical students on basic concepts of epidemiology: A quasi-experimental study.

Teaching epidemiology to young medical students using traditional teaching techniques is fraught with myriad challenges. Incorporating innovative small group teaching (SGT) approaches that promote active learning, practical application, and critical thinking can help in overcoming these challenges. To identify the most effective SGT method from selected three approaches [tutorial technique (TT), problem-based learning (PBL), and fishbowl technique (FBT)] to teach the basic concepts of epidemiology to the third-year undergraduate medical students of a private medical college in Puducherry, Southern India. A quasi-experimental study was conducted among third-year undergraduate medical students for 6 months. The sample size was calculated to be 60 using the nMaster 2.0 sample size software. Three groups were formed with 20 students each. A pre-test, which included fifty multiple-choice questions covering topic one, was conducted for students in all three groups. An SGT session on topic one (dynamics of disease transmission) was held on the same day by different facilitators for three groups A, B, and C using the TT, PBL, and FBT, respectively. After 6 weeks of the SGT session for topic one, a post-test using the same questions was organized for all three groups to identify the effectiveness of each SGT method. The above sequence of events was followed for topic two (study designs) and topic three (investigation of disease outbreak) among all groups in the subsequent months. A written informed consent was sought from all students. The collected data was entered in MS Excel 2010 and analyzed using SPSS 21. The pre- and post-tests for all topics in all three groups were compared using a paired t-test, and an ANOVA test was used to find any difference between the groups. The mean post-test score in each of the three groups for all topics had improved when compared with the mean pre-test score, which was significantly different between the three groups. Further, the mean score of group B (PBL group) was found to be higher than group C (FBT) but not significantly higher compared to group A (TT). The mean score of the feedback where the participants were asked to rate the overall session was found to be high in group B (PBL) followed by group A (TT). PBL and TT were found to be an equally effective way of small group methods for teaching-learning epidemiology in medical school.

Class Room Teaching, Education Research and Barriers for ELT in Teaching-Learning for New Entrants: An Analysis of Problems and Solutions

The traditional techniques of English language teaching (ELT) have been replaced by more modern strategies that focus on a language's relevance and actuality. The English for Specific Purpose (ESP) is the result of this search and the need for cutting-edge trends. The goal of ESP is to provide topic understanding while also preparing students to function well in a certain scenario. The purpose of this study is to look into the difficulties and barriers that exist in University of Sindh, Jamshoro, when teaching English for Science. This research provides an analysis of ESP's history as well as effective teaching strategies for ESP courses. Data from 20 English language teachers who have been teaching English have been gathered using a quantitative research methodology. This study looks into the obstacles impacting teachers' performance in public institutions that use e-learning with the goal of making recommendations that are in line with sustainable development. Among the suggestions include making investments in technological infrastructure, working with developers and legislators, and giving technology integration varying degrees of priority based on global needs. These recommendations seek to advance high-quality, inclusive education by utilizing technology to achieve better results. Universities can help ensure that education is accessible to all and empower students in the digital era by removing these obstacles. Collaborative efforts and strategic investments are essential to promoting lifelong learning and educational justice.

Enhancing Al-Quran Reading Proficiency in Higher Education: The implementation of the Focused Mad & Idgham Technique

The issue of students' weakness in Quranic reading has long been a concern in Islamic education, and it continues to persist. This study aims to innovate Quranic teaching techniques by focusing on Mad (elongation) and Idgham (merging) rules. The study examines students' motivation and involvement in Quranic reading activities and investigates their learning experiences. Twenty-nine Year 1 students and 22 students from the Islamic Education Programme, performing at medium and low levels, were selected to participate in the intervention. Data were collected and analysed by observing the students' Quranic recitations and reactions. The researcher introduced the Focused Mad (elongation) and Idgham (merging) technique (FMI) as a solution for improving Quranic reading. The findings revealed that some students in the Islamic education program still read the Quran at a less than satisfactory level. However, it was observed that students could read the Quran more effectively using the FMI technique as an intervention. The findings also indicated that the FMI technique can increase the motivation and involvement of learners in reading the Quran. Additionally, the positive perception of the FMI technique among students suggests its potential to enhance their learning experience in Quranic education, fostering engagement, comprehension, and confidence in Quranic recitation. Overall, the Focused Mad (elongation) and Idgham (merging) Technique (FMI) not only improves the ability to read the Quran but also boosts students' confidence and involvement in learning the Quran.