Teaching Techniques Research Articles

An Analysis of the Instructors’ Techniques in Teaching English Vocabulary at MY LIBERTY International English School

This study discusses the techniques used in teaching English vocabulary to young learners at MY LIBERTY International English School. The theoretical significance of the research lies in its potential to enhance readers' knowledge about effective teaching techniques for young learners. Additionally, this research can be a reference for future researchers exploring similar topics. The study aims to analyze the techniques employed by instructors in teaching English vocabulary to young learners and to evaluate students' responses to these techniques. A qualitative descriptive methodology was used, with observation sheets and interviews serving as the primary data collection methods. The researcher conducted interviews with three instructors and nine students to supplement the observational data. The results of the study indicate that out of nine identified techniques, eight were actively used by the instructors. These techniques include repetition, the use of pictures, pronunciation drills, modeling/demonstration, providing clues, games, question and answer sessions, and reading aloud. One technique was not observed in the teaching process. Understanding students' responses to these teaching techniques is crucial for instructors as it provides valuable feedback for improving their teaching strategies. The analysis of student responses revealed that out of the nine respondents, seven students had positive reactions, while two students had negative responses.

Predicting Student Success: A Comparative Examination of Machine Learning Techniques

An essential component of individual and society growth is student education. It could involve innovative curriculum design, efficient teaching techniques, educational technology, and resources. The majority of educational data mining (EDM) research, however, has concentrated on identifying at-risk children so that early, focused interventions can be given, as well as forecasting students' future performance. EDM seeks to create techniques for examining the distinct and progressively larger amounts of data produced by educational environments in order to gain a deeper comprehension of both learners and the environments in which they are taught. It is applicable to study the consequences of educational support and forecast how students will learn in the future. Using student performance datasets, we assessed the suggested feature selection technique's efficacy employing using five machine learning classifiers: Decision Tree (DT), Naïve Bayes (NB), Support Vector Machine (SVM), K-Nearest Neighbour (KNN), and Logistic Regression (LR). This suggested approach uses the chosen algorithm to verify training duration, analysis, recall, accuracy, and precision. But in order to determine which algorithm possessed the greatest best accuracy, they compared all of them the outcomes of this review will help academic researchers, practitioners, and professionals deal with imbalanced classification, particularly within the field of higher education

Online Peer-Review Technique Using Facebook A Pedagogical Study in EFL Students’ Paragraph Writing Skills

This study aims to investigate the impact of the online peer-review technique (OPRT) on Facebook on enhancing the paragraph writing skills of English major students at Majmaah University, Saudi Arabia. Further, the study delves into the emotional and psychological dimensions of the learning experience, shedding light on students’ anxiety and emotional state regarding online peer-review feedback. Using pre- and post-tests, the research design mimics an experiment, examining the impact of the online peer-review method on the paragraph writing skills of 24 EFL students in the sample. According to the results, there was a clear upward shift in the students’ writing proficiency after implementation of the OPRT, moving from a developing phase to a level of commendable competency in the domain. While the OPRT demonstrated a reduction in students’ anxiety levels and an improvement in their emotional state towards the peer- review process, these changes were not statistically significant, indicating that emotional adaptability to novel teaching techniques might require more prolonged exposure and practice in the technique. Nevertheless, the observed trend is promising. The research undeniably underscores the potential benefits of integrating online peer-review techniques, like OPRT, into the educational framework. Such techniques not only improve learners’ writing proficiency but also promote critical thinking, foster a collaborative spirit, and potentially lead to a positive emotional and psychological shift in students’ learning experiences.

Techniques Used in Teaching Reading Skill in Senior High School: A Systematic Literature Review

English teachers have to use the best reading teaching techniques to make their students improve their reading skills to understand an English text or the written language. Since reading is not an easy skill to master, teachers need to choose appropriate reading techniques that help the students improve their reading skills to comprehend the English text they read. This research aims to discover the techniques used to teach reading skills in senior high school classes. The techniques are explored through the research articles written by previous researchers on this topic. This study employed a systematic analysis method that identifies existing articles that are available online. The research reviewed 20 articles on the research topic, which were collected from Google Scholar. This research highlighted four teaching techniques frequently mentioned and suggested as effective in teaching reading skills. They were: Think-Pair-Share, reciprocal teaching, mind mapping, and Question-Answer Relationship (QAR). These techniques have been proven effective in improving students’ reading comprehension. These techniques are, of course, not without shortcomings. Thus, teachers need to pay attention to the situation of their classes in choosing appropriate techniques, especially in teaching reading skills. Implementing the appropriate techniques brings instruction to life while encouraging students to actively engage in class.

Impact of TOC (Teacher Organizational Commitment) and VTLE (Virtual Teaching Learning Environment) on Teachers' Innovative Work Behavior (TIWB) Influencing ICT Skills and Employees Creativity

The use of technology in education has challenged traditional paradigms of teaching and learning, resulting in instructor adaptability and creativity. The rapid advancement of digitalization has resulted in an unparalleled array of tools and platforms that educators can employ to augment the learning process. Consequently, the objective of this study was to examine the relationships among teacher organizational commitment (TOC), teachers' innovative work behavior (TIWB), virtual teaching-learning environments (VTLE), employee creativity and ICT abilities. It also explored how technology readiness and virtual integration play a moderating influence. A quantitative study approach was used, with a broad sample of teachers from various educational institutions participating. Data was collected from 502 teachers using validated self-report surveys that measured the dimensions under research. The variables' relationships were examined using structural equation modeling. The results showed that teacher organizational commitment and creative work behavior are positively correlated. Virtual teaching-learning environments were discovered to have a considerable impact on innovative work behavior. ICT skills and employee creativity strongly were associated with innovative work behavior. Furthermore, virtual integration and technological readiness were recognized as important moderators that shape the interactions between commitment, virtual environments, innovation, and creativity. This study advances our understanding of the interactions between technology, commitment, innovation, and virtual worlds in influencing instructors' behavior. It emphasizes the significance of dedication and technological integration in promoting innovative teaching techniques. The study provides guidance for educators, educational organizations, and legislators who want to improve education in the digital era.

Investigation on the effect of social problem-solving instruction on nursing students' thinking and decision-making capacity

Registered nurses require individuals with outstanding mental skills like problem-solving, decision-making, and analytical abilities due to the complicated healthcare system and demanding patient care setting. Examining the impacts of a societal troubleshooting course on a group of college registered nurses was the goal of this quasialmost scientific inquiry. Prior to and following the treatment, the study attempted to compare changes in numerical poll results, corporate interviews, updates to the Social Handling Issues Stock, scores on the Critical Analysis Test, and answers to private questionnaires. 50 college registered nurses were randomly selected and assigned to two groups: the experimental group (n = 25) and the uncontrolled group (n = 25). The data obtained from the study were analyzed using the SPSS (Statistical Package for the Social Sciences) program. Resolving societal issues sure has a beneficial impact on pupils. Ability to solve societal challenges, make decisions, and suspect critically after the training session in the experimental group (P =0.05), but in the custody group (P >0.05), that result was not seen. The findings indicated that formal societal instruction could enhance intellectual critical thinking, problem solving, and decision-making abilities. In light of this finding, nursing education should be delivered in novel, inventive, and unconventional ways compared to conventional teaching techniques. Instruction in mental abilities has to be included in the nursing curriculum. Therefore, it is advised that nursing pupils receive mental formation, including problem-solving.

Encouraging Learning Autonomy through Differentiated Instruction in Writing Activities

This classroom action research seeks to demonstrate how differentiated instruction might promote students' learning autonomy in a writing class setting. This study included 50 English department students from a private institution in Malang. According to the findings of the preliminary study, students were unmotivated to participate in writing activities because they thought they were boring and uninteresting. They were detected paying little attention to the assigned writing assignments and, as a result, demonstrating poor writing performance. To promote student learning autonomy, the researchers implemented with differentiated instructions in several writing exercises. Using two cycles of classroom action research, the researchers seek to solve the instructional challenge using potential learning strategies. After adopting differentiated instruction, the researchers assessed the students' writing scores and compared them to success criteria. The first cycle resulted in 70% of students meeting the success criterion since they were still unfamiliar with the differentiated instructions. In the second round, the pupils successfully met 85% of the criteria. The findings showed that creating differentiated instructions provided pupils with a favorable challenge. It was evident from the behavioral changes of pupils who exhibited greater enthusiasm for following the directions. Furthermore, the students demonstrated the established learning autonomy, which resulted in improved writing performance. These research findings add to the enrichment of the educational component, since future teachers or researchers may focus on a more comprehensive covering of this teaching technique.

Origami: A path to successful teaching and learning of geometric concepts in basic education

The teaching of geometry requires encouraging the student to develop concentration processes. Attention, patience, creativity, among others, so that they learn to think and understand abstract concepts that can have meaning and usefulness within the educational process and daily life, analyzing the origami technique for the successful teaching and learning of geometric concepts.

STUDENT'S SELF-ESTEEM AND SELF-CONTROL AS PREDICTORS OF ACADEMIC ACHIEVEMENT OF STUDENTS IN MATHEMATICS

This study aimed to determine whether self-esteem and self-control significantly influence the student's academic achievement in mathematics. A descriptive-correlational research design was used. The respondents of this study were 310 Grade 10 students in five public secondary high schools in the Division of Davao del Norte and were chosen through stratified random sampling. This study used three adopted questionnaires. Mean, Standard Deviation, Pearson r, and Regression Analysis were used as statistical tools. The findings showed that student’s self-esteem was fairly manifested while student’s self-control was fairly observed. The academic achievement of grade 10 students in mathematics did not meet expectations. The findings also revealed that both self-esteem and self-control have a significant relationship on students’ academic achievement in mathematics. The findings also demonstrated that self-control is a significant predictor of academic achievement in mathematics but not self-esteem. The results emphasized that educators and school administrators should focus on enhancing social and physical acceptance, addressing procrastination, attention control, and impulse control, and boosting mathematics achievement. These interventions may include teamwork activities, body positivity programs, and creating a safe space for discussing social anxieties. Strategies may include time management workshops, mindfulness exercises, and role-playing scenarios. Future research could explore the link between self-control and mathematics achievement, suggesting that incorporating self-control strategies into classrooms, effective study time planning and focused teaching techniques could improve test scores. KEYWORDS: Math education, self-esteem, self-control, mathematics achievement, descriptive and correlational design, regression analysis, Davao del Norte, Philippines

The effect of breastfeeding education with digital storytelling on fathers' breastfeeding self-efficacy.

There is growing evidence that fathers play an important role in the breastfeeding process and that fathers need education about breastfeeding. In our age of rapidly developing technology, the use of new teaching techniques in the education of fathers will provide more effective results. In this study, the effect of breastfeeding education given with digital storytelling method on fathers' breastfeeding self-efficacy was examined. The study is a pretest-posttest randomized controlled trial. The study was conducted with the husbands of 80 pregnant women admitted to the childbirth preparation class of a state hospital. The study included a control group and an intervention of educational videos using a digital storytelling technique. Fathers were recruited from hospital antenatal classes and randomized to one of the two groups. Personal Information Form and Paternal Breastfeeding Self-Efficacy Scale-Short Form were used for data collection. Each father completed data collection forms at the beginning of the study and at 3 months postpartum. The η2 effect size was calculated for significant differences in the independent and dependent groups t test methods used in the analysis. There was a significant difference between the posttest scores of the fathers in the intervention and control groups (p < 0.05). When the effect sizes were analysed, it was found that the increase in the intervention group (t = -24.342) was higher than the control group (t = -8.385). In the current study, the effect of using digital storytelling method in breastfeeding education on fathers' breastfeeding self-efficacy was found to be significantly higher than routine education. It is recommended that this new method be used in education and counselling and that studies be conducted to examine its effect on breastfeeding behaviour and fathers' breastfeeding support.

Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda

ABSTRACT This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.

Evaluating the effect of using augmented reality (Metaverse) on improving the teaching and academic performance

This study aimed at evaluating the effect of employing the augmented reality (metaverse) on improving the process of teaching and academic performance. An electronic questionnaire containing five questions was distributed to the academic groups that received the lesson using augmented virtual reality (Metaverse). The aim of the questions was to evaluate their experience, and after they answered the questions, the answers were analyzed in the form of percentages and frequencies. The study sample consisted of (97) students from Al-Ain University enrolled in the programs of (special education, nutrition, and applied sociology), to whom the experiment was applied using augmented virtual reality in teaching during their academic course. The results revealed that (83%) of the respondents reported that the augmented virtual reality contributed to understanding the concepts of the lesson well, (79%) felt enjoyment in using this technique, (75%) suggested that the technique enhanced their involvement in the content well, (68%) suggested that augmented virtual reality could be a useful educational instrument in the future, and (77%) confirmed that the lesson's objectives were achieved by using metaverse technique in teaching. However, several challenges were faced by students, including the used language (only English) and the negative effects of bad quality of used glasses. Based on the findings, the study recommended addressing several key areas for optimizing the use of augmented virtual reality (AVR) in teaching. For example, diversifying language options for AVR content is crucial to accommodating the linguistic diversity among students, thereby enhancing accessibility and comprehension. Additionally, we should invest in high-quality equipment and implement regular maintenance protocols to enhance the quality of equipment, specifically addressing issues related to the negative effects of subpar AVR hardware.

Using Forum Theatre techniques in teaching and learning about professionalism and communication in healthcare

Using Forum Theatre techniques in teaching and learning about professionalism and communication in healthcare

Is video demonstration for type III sleep studies performance worse than technical face-to-face teaching?

Obstructive sleep apnea (OSA) is the most common sleep-disordered breathing. The high prevalence makes its diagnosis a priority. To perform type III sleep studies, patients usually receive instructions from a technician. The switch to instructions through a video could save professionals time and make OSA diagnosis more accessible. This study aimed to compare the technical quality of type III sleep studies when instructions are provided by face-to-face technical teaching or via video. One hundred consecutive patients aged ≥ 18 years with suspected OSA were randomly assigned to receive device placement instructions in person by a technician or through video (50 in each group). The overall quality of the sleep studies was analyzed by determining the number of technically invalid studies. The recording quality of four sensors (pulse oximeter, nasal flow cannula, chest, and abdominal bands) was evaluated by checking for signal artifacts. The majority (86%) of the studies were valid. 20% of the studies in the face-to-face group and 8% of the studies in the video-instruction group were technically invalid, but no statistically significant difference was found (p = 0.148). The quality of the oximetry signal was better in those who received video instructions (p = 0.05). Regarding the recording quality of the remaining sensors, no significant differences were found. Type III sleep studies with previous explanation through a video are as effective as those with an explanation performed by a technician, with associated advantages, without increased errors. The quality of the oximetry signal was better in the video group, a critical signal for OSA diagnosis.

Bridging the Generational Gap between the Teachers and Students in the Utilization of Modern Technology in the Teaching Methods in Public Secondary Schools in Delta State

Purpose: The study focused on bridging the generational gap between the teachers and students in the utilization of modern technology in the teaching methods in secondary schools in Delta State. Two research questions were raised and two null hypotheses were formulated in the study. Methodology: The descriptive survey design was used. The population for this study comprised all public secondary school principals and teachers in Delta State. The sample for this study was 1533 and it is made up of 100 principals and 1433 teachers in Delta State public secondary schools selected from 12 Local Government Areas. Principals represented 50% while teachers represent 10% of the population. A self developed questionnaire was design titled “Bridging the Generational gap between the Teachers and Students in the Utilization of Modern Technology Questionnaire (BGTSUMTQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.96 was used. The research questions raised were answered using percentage for the study. The researcher employed descriptive statistic of mean scores and standard deviation to provide answers to the research questions while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. Findings: The findings revealed that there are factors that are associated with the utilization of modern technology in teaching methods in public secondary schools in Delta State. The use of technology in education is influenced by the following factors such as teacher factor, organizational factor, technological factor and student factor. It also showed that there are strategies to be adopted to improve teachers and students in the utilization of modern technology in teaching methods in public secondary schools in Delta State. Unique contribution to theory, practice and policy: Based on the findings, it therefore concluded that as a catalyst for massive change, technology has improved our existing understanding by assisting educators and students in making the most use of cutting-edge teaching techniques in Delta State public secondary schools.

Linguistic and Didactic Foundations of Teaching a Non-native Language in Pedagogical Universities of the Kyrgyz Republic

This article discusses the linguodidactic foundations of teaching a non-native language in universities of the Kyrgyz Republic. The main purpose of the article is to show the theoretical and methodological apparatus that is aimed at learning and teaching a language as a second language. Lingvodidactics is an important area of ​​research in the methodology of teaching non-native languages ​​in pedagogical universities. The main goal of linguodidactics is the development of scientifically based teaching methods and techniques that allow students-future teachers to effectively develop communicative competence in the target language. The key principle of linguodidactics is taking into account the characteristics of students’ native language and interlingual interference when mastering a non-native language. This allows you to identify and prevent typical mistakes of students, as well as optimize the process of mastering language and speech material.

A Critical Analysis of Modern Educational Research and Teaching Strategies in Nigerian Educational System

The study critically analysed modern educational research and teaching strategies in Nigerian educational system. Technology has certainly changed the way we live. It has impacted different facets of life and redefined living. Undoubtedly, technology plays an important role in every sphere of life. Also, many complex and critical processes can be carried out with ease and greater efficiency with the help of modern technology. However, the teachers are afraid of technological advancement as they need to keep upgrading. Whereas, the learners/students are conversant with the latest technology and can easily cross check whatever that is taught in the class at an instance. Teachers using analog methods to teach modern students create discouragement for learning. More so, because of the emergent in modern educational research there is a shift from teacher-centered to student-centered approach as a result prioritize student engagement, creativity and critical thinking, preparing students for the future. It therefore concluded that as a medium for massive change, technology has improved our existing understanding by assisting educators and students in making the most use of cutting-edge teaching techniques.

The Effects of Online Applications in English Vocabulary Learning: Quizlet Application

Purpose: The main purpose of this study is to analyze the impact of the Quizlet application, a computer-aided vocabulary learning tool widely recognized as an online flashcard application, on the development and retention of English vocabulary among students learning English as a foreign language. Design/Methodology/Approach: The data were obtained from 34 fifth-grade students studying English as a foreign language during 2019-2020 academic year at Yediiklim Secondary School in Karesi district of Balıkesir province. The research was conducted using a quantitative research method within quasi-experimental design without pre-test post-test control group. Quantitative data was collected through pre and post vocabulary achievement tests, retention test and scale. While word tests aim to measure students’ vocabulary acquisition, the retention test aims to measure students’ retention of vocabulary. The Quizlet Attitude Scale was also used to obtain opinions about Quizlet. Quantitative data were analyzed statistically in SPSS Statistics. Findings: As a result of the analysis, the findings show that there is a significant difference between Quizlet and test scores. According to the results of the survey, it is concluded that the students developed positive perceptions about the use of the Quizlet program. Highlights: In the light of these findings, it is recommended to use computer-based vocabulary learning tools as a student-centered and effective teaching technique in foreign language teaching and to expand their use.

Football Game and Tactical Training

Versatile players are an essential part of modern football, which no longer allows us to talk about attacking or defensive players but rather players with complex talents who can manage any circumstance the game demands. The results of the study demonstrate how important it is for teachers to be involved in helping students learn the best teaching techniques in order for them to become proficient soccer players. To advance game models in the areas of technical procedures and tactical behavior that enhance the activity of those involved in the field and provide them with a good opportunity to analyze a football game, this article need to compare the differences that manifest themselves in the organization of the teams.

Diversity of Teaching Methods and Techniques in Turkish Literature: Problems and Suggestions

The main aim of this study is to analyze the teaching methods and techniques in Turkish educational literature. Thus, 96 books that directly focus on teaching methods and techniques were examined using the document analysis method. The study found that there is a multitude of teaching methods and techniques in the literature (62 methods, 371 techniques), there is confusion in distinguishing between a teaching method and technique, there is no universally applicable criterion for every situation to differentiate between them, and there are teaching methods and techniques with unclear and ambiguous implementation steps. Based on the interpretation of the findings, the following recommendations are made: 1. The findings of the present study can be utilized in determining the content of the Teaching Principles and Methods course. 2. Studies can be conducted to clearly define the terms teaching method and teaching technique, and to establish criterion or criteria which will clarify the distinction between them. 3. Further research can focus on identifying the criteria that a practice must meet to deserve the status of a teaching method or teaching technique.