Traditional Teaching Strategies Research Articles

Using AI-Generated Podcasts as an Adjunct to Traditional Teaching Strategies.

Using AI-Generated Podcasts as an Adjunct to Traditional Teaching Strategies.

Enhancing cognitive abilities through the POE teaching strategy in a virtual learning environment

With the introduction of information technology into education, the educational environment has undergone qualitative changes, that is, from a real learning environment to a digital learning environment. In a virtual learning environment (VLE), learners not only perceive themselves in new ways but also construct themselves in new ways. However, the POE (Prediction-Observation-Explanation) teaching strategy includes prediction, observation, and explanation. At the entry point of the learning strategy, the effective interaction between teachers and students can promote the development of cognitive ability. Therefore, this paper analyzed the perceptual entropy and matching degree through the radar target tracking algorithm, aiming at analyzing the current situation of the classroom and the advantages of POE teaching strategies. The findings of the study indicate that the POE teaching strategy greatly enhances students’ cognitive ability by teaching through prediction, observation, and interpretation. The research offers a novel contribution to the field of POE teaching strategy under a virtual cultural learning environment by expanding the comprehensive benefits of its students’ cognitive ability cultivation, exploring its impact on students’ academic performance, and offering practical recommendations for its implementation in the learning environment. The research demonstrates that POE strategies have positive effects on students’ academic performance and attitudes toward physics. Under the radar target tracking algorithm, the model matching degree and simplified entropy of the POE teaching strategy were both increasing. The mean of the model fit was 0.61, which was 0.40 higher than that of the first day, and the mean of the simplified entropy was 0.38, which was 0.12 higher than that of the first day. Finally, the cognitive ability and cognitive regulation ability of students under the POE teaching strategy were higher than those of the traditional teaching strategy. Compared with the traditional teaching strategy, cognitive ability was 9% higher, and cognitive regulation ability was 6% higher.

Do concept maps prompt long-term memory in CLIL schoolchildren?

To address the learning disadvantages that students might face in a foreign language (L2) environment, this research explores the impact of concept mapping on enhancing long-term memory retention among Content and Language Integrated Learning (CLIL) pupils. The research design is quasi-experimental and involves sixty Spanish primary education students non-randomly assigned from a Spanish-English semi-public bilingual school. The main hypothesis investigated is that concept maps serve as effective teaching instruments for enhancing long-term memory. During training, new information was systematically integrated with students’ prior knowledge to aid long-lasting retention of instructional content. The study examines the use of concept maps in a CLIL classroom as a complement to traditional teaching strategies and instructional design, focusing on improving the recall of previously learned information. Findings show that concept maps are reliable tools for assisting CLIL students whose mother tongue (L1) is not English, significantly reducing forgetfulness because of the precision of the transmitted information. The study shows the potential of concept mapping to improve learning outcomes in L2 settings by providing visual, accurate, and structured learning aids.

Using a flipped teaching strategy in undergraduate nursing education: students’ perceptions and performance

BackgroundFlipped teaching is an interactive learning strategy that actively engages students in the learning process. Students have an active role in flipped teaching as they independently prepare for the class. Class time is dedicated to discussion and learning activities. Thus, it is believed that flipped teaching promotes students’ critical thinking, communication, application of knowledge in real-life situations, and becoming lifelong learners. The aim of this study was to describe the students’ perception of flipped teaching as an innovative learning strategy. And to assess if there was a difference in students’ academic performance between those who participated in a traditional teaching strategy compared to those who participated in flipped teaching intervention.MethodA quasi-experimental design with intervention and control groups. A purposive sampling technique of undergraduate nursing students was used.ResultsA total of 355 students participated in both groups, and 70 out of 182 students in the intervention group completed the survey. The students perceived a moderate level of effectiveness of the flipped teaching classroom as a teaching strategy. The result revealed that there is a statistically significant difference in the mean students’ scores for the intervention group (M = 83.34, SD = 9.81) and control group (M = 75.57, SD = 9.82).ConclusionFlipped teaching proves its effectiveness in improving students’ learning experience and academic performance. Also, students had a positive perception about flipped teaching as it allowed them to develop essential nursing competencies. Future studies must consider measuring the influence of flipped teaching on students’ ability to acquire nursing competencies, such as critical thinking and clinical reasoning.

The Impact of Virtual Reality Intervention on Emotion Regulation and Executive Functions in Autistic Children.

Introduction: Autistic children may encounter difficulties in managing emotions and executive functions (EFs), which can contribute to mental and health challenges. Recognizing physical activities as a potential strategy for enhancing emotion regulation (ER), this study aims to investigate the efficacy of a virtual reality (VR)-based physical exercise program in improving ER and EFs among children with autism spectrum disorder (ASD). Materials and Methods: Forty boys diagnosed with ASD, aged 7 to 10 years, were randomly assigned to two groups: a VR intervention group (n = 20) and a control group (n = 20). The intervention group participated in a VR program, while the control group solely concentrated on engaging in sedentary and inactive video gaming. EFs were evaluated through the utilization of both the flanker task and the Wisconsin card sorting task, both administered initially at baseline and subsequently after an 8-week interval. In addition, the parents of the children completed the Emotion Regulation Checklist to evaluate their ER skills. Results: According to the results, a significant difference was observed between the two groups in terms of EFs and the ability to regulate emotion (P < 0.05). The intervention group demonstrated a notable improvement in ER skills and exhibited superior executive functioning abilities compared with the control group. Conclusion: It appears that VR exercises can serve as a preliminary trial to enhance EFs and ER in children with autism. In addition, they may prove effective as complementary interventions to traditional educational strategies in preventing future challenges associated with ASD.

PHYSICS EDUCATION TECHNOLOGY (PhET) SIMULATION AS AID IN INSTRUCTION IN LEARNING CHEMISTRY: AN EXPERIMENTAL APPROACH

The objective of this study was to evaluate the influence of the inclusion of Physics Educational Technology (PhET) Simulations as an aid in instruction in learning chemistry to the Grade 10 learners at Sinobong National High School, a public secondary school in Agusan del Sur. A quantitative study involving pretest-posttest quasi-experimental design was employed to validate the proposed hypotheses. There were 80 participants randomly assigned to the control and experimental groups. The instruments used for data collection were a validated 50-item pre-test/post-test adapted from the Grade 10 Teachers’ Guide unified test in the K to 12 science curricula used by the secondary schools. In addition, the mean score and t-test statistical analysis were used to analyze the given data. The results showed a substantial difference between the experimental and control groups' post-test scores. The data support the claim that PhET Simulation significantly influences students' academic attainment compared to a traditional teaching strategy. The researcher suggested that teachers should involve Phet Simulation in their classroom instructions and learning process, and administrators should provide more professional development, workshops, and training to abreast the technological advancement of Phet in chemistry learning. KEYWORDS: MAED, Teaching Science, PhET Simulation, traditional teaching strategy, academic attainment

Research on Immersive Physical Education Teaching in Technical Colleges

Sports, as a key lever for technical colleges to implement the fundamental task of "cultivating virtue and nurturing talents", plays an important role in promoting the healthy growth of students both physically and mentally, and improving the quality of talent cultivation in technical colleges. The traditional physical education teaching mode and strategy in vocational colleges are relatively single, making it difficult for students to have a good experience, which also affects the value of sports education. Immersive physical education teaching focuses on creating an "immersive" sports atmosphere, which can fully stimulate students' interest in sports, promote the improvement of physical education teaching effectiveness, and help students grow and develop better. This article explores and analyzes the practical path of immersive physical education teaching in technical colleges, for reference only by relevant personnel.

Exploring the Efficiency of Associative Vocabulary Teaching Strategies to Foreign Language Learners

This study attempted to explore the effect of applying three associative vocabulary instruction strategies (context-based, morphemic analysis and concept map) compared with the traditional strategies on the intermediate EFL learners' vocabulary development employing a quasi-experimental, quantitative, pre-test/post-test design. With the aid of an English proficiency test and a researcher-developed vocabulary test the homogeneity of the participants were checked before the study's treatment. Subsequently, 80 intermediate EFL learners were chosen via convenience sampling procedure from private language schools and recruited for the study and divided into four groups of 20 as the experimental and control participants. The experimental participants were taught the target lexical items with the aid of contexts, concept maps and morphemic analyses while the control participants experienced the traditional instruction (i.e., L1 equivalent provision, word lists, flashcards and memorization). The same vocabulary test was administered this time as the post-test to check whether there was a significant difference in the learners’ attainment for the taught lexical items. The performance of the participants on the vocabulary post-test was analyzed both descriptively and inferentially (a MANOVA, an ANOVA and an independent-samples t-test). It was revealed that all the associative vocabulary teaching strategies were significantly more efficient than the traditional vocabulary teaching strategies. Moreover, it was found that concept mapping was the most efficient instructional strategy for teaching the lexical items compared with the traditional strategies and other associative strategies for the intermediate EFL learners.

Enhancing Qur'an Reading Proficiency in Madrasahs Through Teaching Strategies

This study investigates the teaching strategies implemented at Madrasah Ibtidaiyah Negeri 3 Banjarmasin to enhance students' ability to read the Qur'an. Employing a qualitative research approach, the study utilizes descriptive methods to analyze how these strategies are executed within the classroom setting. Primary data were gathered through structured observations and in-depth teacher interviews, supplemented by a literature review to contrast current findings with established pedagogical practices. This comprehensive approach aimed to provide a nuanced understanding of the instructional methodologies, their implementation, and the contextual factors affecting their efficacy. The findings indicate combining traditional and contemporary teaching strategies significantly improves students' Qur'anic reading abilities. Repetitive recitation and group readings are pivotal in fostering phonetic skills and memorization. At the same time, incorporating digital tools and visual aids enhances engagement and aids in understanding complex Tajweed rules. Role-playing exercises have also proven to boost students' confidence and interactive learning. However, challenges such as inconsistent student engagement levels, limited technological resources, and large class sizes have been identified as substantial obstacles. These issues highlight the need for continued institutional support and resource allocation to optimize the effectiveness of teaching strategies and ensure comprehensive learning outcomes for all students.

Educational Knowledge Discovery : A Quality Assurance Analysis of Academic Results Employing Data Mining

This paper explores the multifaceted aspects of improving academic performance through detailed data analysis, diverse teaching methods, student engagement, and parental involvement. By examining the impact of traditional and innovative teaching strategies, the study highlights the benefits of combining structured and interactive approaches to enhance learning. The crucial role of student engagement and parental support in boosting academic success is also discussed. Additionally, the paper delves into the transformative potential of data mining and machine learning in education, illustrating how these technologies can uncover valuable insights and predict student performance trends. This comprehensive approach aims to provide a robust framework for educators to optimize educational outcomes and foster a more effective learning environment.

Formation and development of the language training methodology for foreign students at classical university. Part 4. Language training of foreign medical students in the english medium education format

This article continues a series of scientific research focusing on the stages of formation and development of the methodology of language training of foreign higher education students. Specifically, it examines the work of the Language Training Department at the Institute of International Education for Study and Research of V.N. Karazin Kharkiv National University. The objective of the article is to elucidate the system of teaching Ukrainian to foreign medical students pursuing higher education in English and its practical implementation. The article analyses theoretical research and methodological developments carried out by the department’s teachers in the field of language training of foreign medical students. The theoretical framework encompasses various educational paradigms relevant to the training of higher medical education students, the systematization of training principles, including professional dialogue, and the characterization of levels and elements within the integrative system of professional and communicative training of the target group. Furthermore, the article scrutinizes the normative, procedural, and evaluative functions of linguistic discipline curricula. It examines the principles governing the selection of content elements and topics that embody the linguistic, speech, and professional components required for teaching the Ukrainian language to future doctors. Theoretical developments have led to the characterization of principles guiding the creation of textbooks aimed at forming the communicative competence components of future medical professionals. An analysis of a series of textbooks demonstrates their effectiveness in fulfilling the objectives outlined in the work programs and in fostering general and professional competences among higher medical education students. In response to contemporary challenges, such as the need to adapt to educational disruptions caused by pandemics and martial law, the authors underscore the importance of integrating modern digital technologies into the educational process. The article explores the possibilities of digital storytelling technology and evaluates the alignment of distance courses, created by departmental teachers on the Moodle platform, with the objectives of language training. Looking ahead, the authors envision optimizing the formation of medical students’ communicative competence through theoretical development and the implementation of a comprehensive model in the educational process. This model would blend effective traditional teaching strategies with the capabilities of modern digital technologies and platforms.

Online teaching of artistic creativity: Methods, motivation and evaluation

Relevance. In light of the pandemic, distance learning has gained significant importance. There has been a pressing need to adapt all academic disciplines to an online mode of instruction. Purpose. This study aimed to identify the most effective strategies for providing online literature courses, taking into account the distinct demands of artistic expression which typically necessitates a more intimate, real-time exchange between teacher and learner. Methodology. The study utilized a mixed-method approach, incorporating analysis of teaching practices, comparative studies, student surveys, and experimental comparisons of traditional versus innovative online teaching techniques for literary disciplines during the pandemic. Results. The study analyzed teaching methods in the Faculty of Philology and conducted a survey with 300 students from the Kazakh National University, followed by an experiment comparing traditional and innovative online teaching strategies. The research illuminated those innovative methodologies like game learning, problem-based learning, case study method, brainstorming, multimedia technologies, l-search strategies, and programmed learning, when deployed in teaching literary disciplines online, outperformed traditional teaching methods. Students taught using these modern techniques showcased superior academic performance and a deeper assimilation of course materials. Conclusions. Distance education, as evidenced by this study, can be an avenue for the integration of advanced technological tools, encouraging students to explore novel ways of presenting their understanding in literary disciplines. Keywords: digital pedagogy; virtual classroom strategies; e-learning; technological integration; student engagement

ACTIVE METHODOLOGIES

This article addresses the theme “Active Methodologies: Active Methodologies as a Pedagogical Tool” and addresses the use of Active Methodologies as an innovative way to promote more meaningful and engaging learning. The article provides a comprehensive introduction to Active Methodologies, highlighting their core principles and how they differ from more traditional teaching strategies. It then discusses the practical application of these methodologies in the classroom, focusing on approaches such as problem-based learning, collaborative learning, and investment in the classroom. methodologies in the classroom. The potential benefits of using active learning methodologies are also explored, along with the challenges that educators may face when using these approaches. These benefits include greater engagement, empowerment, and application of knowledge in real-world situations. The article is based on relevant theoretical studies and references, such as the works of Araujo and Ramos (2023), Diesel, Baldez and Martins (2017), Nascimento and Coutinho (2016), Santos (2019) and others. By providing a comprehensive view of the subject, this article seeks to contribute to the understanding and adoption of Active Methodologies as a transformative pedagogical tool.

Effect of teaching strategies on students’ German writing skills at Saudi international schools

PurposeThe global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.Design/methodology/approachData were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.FindingsThe results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.Originality/valueThis research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

A Study of Data-Driven Optimization of Personalized Instructional Strategies for Physical Education Training

Abstract As a new type of sports training, the application of sports information technology can effectively improve the athletes’ sports level and sports performance. In this paper, based on the way and effect of sports information technology application, a system for sports teaching and training assistance is designed. Through sports training intensity monitoring, the training intensity of the athletes is obtained, and a high load alarm is triggered. At the same time, the improved hybrid Kalman filter is used to solve the posture of training movements, and the DTW algorithm is used to recognize the training movements and compare them with the standard movements to obtain the training scores. Coaches can be assisted in formulating personalized teaching strategies by using the system’s obtained sports training data. This paper’s sports teaching and training assistance system has a significantly shorter response time than the two comparative systems, which suggests it has better response performance and practicality. The RMSE values of the improved hybrid Kalman filter are 0.92, 0.84 and 1.47 for the roll, pitch and yaw angles, respectively, which are better than that of the extended Kalman filter, indicating that it is closer to the original data and has better data fusion performance. Compared with the control class using traditional teaching strategies, the students in the experimental class using the personalized teaching strategies of this paper have higher skill improvement, indicating that the strategies of this paper have an important guiding role for personalized physical education teaching.

Causal Modeling to Explore the Correlations among Teachers’ Competence, Teaching Strategies, and Student Learning Achievement in Science

The misalignment between the teaching process and expected outcomes of the K-12 curriculum guidelines, traditional teaching strategies, the unresolved problems in the science program and almost absence of teachers’ competence are among the challenges of the education system. Rooted in theory of cognitivism, this perspective underscores the importance of understanding the teachers role in the students learning achievement, which could cause the Philippines to lag behind other countries in international assessment. The study provides a concrete view of the relationship of teaching competence, teaching strategies and student learning achievement through Path analysis using SEM. The data were obtained through descriptive survey among 45 teachers and achievement test results of 450 students in Partido district. There were a total of five variations of methods used by the teachers to teach the science classes, and the dominance of traditional methods was observed. The occurrence of inadequately capacitated teachers in science, does not spell a bright prospect for science education in senior high school. These serious constraints deserve serious attention to pre-empt the situation from evolving into a critical educational concern. The study also found a strong correlation between innovative teaching strategies such as interactive and experiential learning to teachers’ competency. The path analysis through SEM avers that when teaching competence is combined with appropriate teaching strategies, it provides a mediation effect that enhance student learning achievement. This paper suggests that for teachers to uphold and promote innovative teaching strategies, their competitiveness needs to be enhanced and their self-efficacy needs to be strengthened initially.

The Exploration of the “Four-Fold Nature and One Price” Intelligent Learning Environment for Digital Circuit Courses

AI-based educational models are gradually receiving widespread attention and application with the rapid development of information technology. In the course of digital circuits, by combining modern technology with educational theories, constructing an intelligent learning environment can provide students with more efficient and personalized learning experiences. This article explores the significance and challenges of building an intelligent learning environment in the digital circuits course. It combines the characteristics of intelligent education that differentiate it from traditional education and constructs methods and strategies for creating a “four attributes, one value” intelligent learning environment from the perspectives of diversity, adaptability, autonomy, contribution, and optimized instructional assessment.

Learners’ Active Engagement During Lessons on the Turning Effect of a Force (TEOF): The Impact of the Peer-Assisted Learning (PAL) Strategy.

Physics learners encounter challenges in understanding the Turning Effect of a Force (TEOF) despite its real-world applications. Furthermore, learners in ordinary-level physics are not fully engaged in lessons due to the perpetual use of traditional teaching strategies. The purpose of this study was to examine the effectiveness of the Peer-Assisted Learning (PAL) strategy on learners’ active engagement during lessons on TEOF in which a qualitative approach was used with Solomon four group and Quasi-experimental designs. Through simple and purposive sampling there were 131 learners from four secondary schools in Kabwe district were chosen. Focus group discussion guide, questionnaires and lesson observation schedules were used to collect the data and analyzed thematically. The results showed that the experimental groups had a significantly higher level of active engagement in the lessons compared to the control groups. Specifically, experimental groups had higher levels of participation in class discussions, asked more questions, demonstrated more active listening skills and increased learners’ attention during lessons because they were motivated to see other learners who knew more about TEOF. In addition, the experimental groups demonstrated improved social and academic outcomes, such as better communication skills and higher academic achievement, compared to the control groups. Therefore, this study recommends physics educators consider incorporating the PAL strategy into their teaching practices. Using the PAL strategy would foster teamwork and collaboration among learners, subsequently providing opportunities for learners to enhance their communication skills, coordination abilities, shared responsibility, interdependence and the learning processes among learners.

Proficiency Level and Challenges of Grade 11 Public School Students on Contemporary Issues

Contemporary issues is essential for K-12 learners to develop their awareness of the social conditions as potential problem solvers. Hence, proficiency assessment is necessary to check their competency acquisition. This study aims to analyze the Grade 10 students’ proficiency and challenges on contemporary issues among public schools in Central Philippines in the importance of studying contemporary issues, political rights, human rights, and educational rights relative to sex and strand. Utilizing a descriptive-comparative approach, a validated and reliability tested questionnaire and checklist were administered to 261 students using beginning, developing, approaching proficiency, proficiency, and advanced responses. In data analysis, mean, standard deviation, frequency count, percentage, rank, Mann Whitney, and Kruskal Wallis were employed. Generally, they have approaching proficiency in all areas indicating that the competencies were not fully acquired. With this, improvement on instruction is critical. Comparatively, there was a difference when grouped to sex and strand where females and TVL students rated higher proficiency than their counterparts. Meanwhile, they are challenged on their motivation to learn, traditional teaching strategies, time management in accomplishing tasks, inadequate learning facilities, and insufficient interactive learning opportunities. Given the results, these imply the importance of improving the teachers’ instructional strategies in ensuring the students’ quality proficiency in Contemporary issues.

COVID-19 impact on the assessment methodology of undergraduate medical students: a systematic review of the lessons learned

The COVID-19 pandemic had a substantial social, economic, political, and educational impact worldwide. Due to the social contact restrictions, areas such as medical education were highly affected. Assessment in medical education, was already a sensitive topic, and it proved to be even more challenging as different teaching and learning contexts required huge adaptations in a short period. This systematic review provides an overview of the impact of COVID-19 on the assessment of medical students and can serve as a reference to improve this area. We conducted the review based on the PRISMA tool and searched in PubMed, EBSCO, and ScienceDirect. Studies describing the assessment methodologies used during the pandemic were included. Of the 501 initial articles, 18 were included in this review. Collected data was based on the regime, subject, teaching/assessment methodologies, platforms used, grades, students’ and teachers’ perceptions, and measures to prevent academic dishonesty. The results suggest that technology played a central role during the pandemic, and universities were concerned about the transition to online learning regarding teaching and assessment, but students and teachers should be prepared for it. Formative assessment methodologies and feedback were emphasized, and summative tools were adapted to prevent fraud. Students and teachers were generally satisfied with online learning and assessment, which had no significant difference in the examination scores, but they preferred conventional teaching. The COVID-19 pandemic brought an opportunity to analyze and rethink the medical curriculum. Thus, further investigations are needed on combining traditional and online teaching strategies and emphasis on the assessment.