Traditional Teaching Research Articles

Synthesis of Research on Science Learning Management Affecting Problem Solving Skills: Meta-Analysis

The rapidly changing world of the 21st century is complex and unpredictable. The researcher aimed to study the findings from a meta-analysis of 42 research studies related to the learning management of science that affects problem-solving skills during 2012–2022 from a database in Thailand called ThaiLIS. The findings revealed the variables that cause different mean effect sizes and the influence of research quality on the effect size. The instruments of this research were the research quality assessment form and the research characteristics assessment form. Statistics for data analysis were mean, standard deviation, one-way analysis of variance, and multiple regression analysis. The directional research hypothesis, multi-stage sampling, randomized control group post-test only design, PBL, and Weir's solution theory were discovered in the study to be the variables that caused the mean effect sizes to differ at the statistical significance level of .05. In addition, research quality had a positive influence on the effect size. The findings of this study will be useful to teachers who want to provide learning management of science that helps students develop problem-solving skills. This will develop skills more effective than traditional teaching.

Nursing students' experiences of digital learning in Chinese higher education institutions: A descriptive qualitative study

BackgroundAs digital learning is rapidly developing and being applied to almost all subjects in higher education nursing. Although digital learning has been shown to have a wide range of benefits, little is known about research into Chinese students' perceptions of digital learning, and there is a need to explore students' digital learning experiences. AimThis study aimed to explore the digital learning experiences of undergraduate nursing students in Chinese higher education institutions, with the aim of informing future improvements in digital teaching and learning. DesignA descriptive qualitative study. SettingsThis study was conducted at six universities in three cities in China. ParticipantsTwenty-six nursing students with at least one year's experience of digital learning. MethodSemi-structured online interviews were used to collect the data, and conventional content analysis was used to analyze the data. FindingsNursing students' digital learning experiences were categorized into three themes: positive digital learning experience, negative digital learning experience, and barriers to digital learning perception of students. ConclusionsWith the help of advanced digital technology, students can access rich and diversified learning resources anytime and anywhere according to their personal learning pace and interests, which greatly enhances their autonomy and interest in learning. Open online courses have effectively compensated for regional differences in teachers' qualifications, enabling students in remote areas to enjoy high-quality teaching from top educational institutions and giving a solid impetus for improving nursing education in China. However, with the popularity of digital teaching, its design and innovation shortcomings have gradually emerged: students feel lonely and alienated when learning online, and long for more of the interaction and care found in traditional teaching. At the same time, the lack of regulation and assessment standards has created inequities in learning and affected student motivation.

EFFECTIVENESS OF TEACHING FOLK PEDAGOGY AS AN ACTUAL PROBLEM

Folk pedagogy, a rich reservoir of cultural knowledge, values, and traditions, plays a pivotal role in shaping the moral, ethical, and social framework of societies. However, in the contemporary educational landscape, the effectiveness of teaching folk pedagogy remains an under-explored yet crucial issue. This article investigates the challenges and opportunities associated with the integration of folk pedagogy into modern educational systems. Through an analysis of current pedagogical practices and the socio-cultural importance of folk knowledge, the study underscores the relevance of folk pedagogy in fostering holistic education. The findings suggest that an interdisciplinary approach that blends traditional and modern teaching methodologies can enhance the effectiveness of folk pedagogy education.

Shaping Ethical Digital Citizens through Islamic Education

General Background: Education in Indonesia faces complex challenges related to concepts, regulations, and implementation across various educational systems. A critical issue is the development of student character, particularly in the digital era where graduates struggle to remain competitive globally. Specific Background: Islamic education plays a vital role in shaping students' characters, imparting religious values, ethics, and morality. In the digital era, this education extends beyond traditional religious teaching to address ethical and moral use of technology. Knowledge Gap: Despite significant research on Islamic education, little attention has been given to its role in teaching digital ethics and responsible technology use in the context of student character development. Aims: This study aims to investigate how Islamic education can shape students' character in the digital era by promoting moral values, digital ethics, and spiritual awareness. Results: The research shows that Islamic education has a positive impact on the moral and ethical development of students. It integrates religious teachings with digital ethics, fostering responsible behavior and spiritual growth in the use of technology. Novelty: This study highlights the novel role of Islamic education in bridging religious values and digital ethics, providing a holistic approach to student character development in a digitalized world. Implications: The findings suggest a need for curriculum development focused on integrating digital ethics and Islamic values, teacher training in ethical technology use, and collaboration with parents to support character formation in students. This research offers crucial insights for educational institutions aiming to adapt to the challenges of the digital era. Highlights: Islamic education blends moral values and digital ethics for character growth. Teachers need training to teach responsible technology use effectively. Parent collaboration boosts student character in the digital age. Keywords: Islamic education, character development, digital ethics, student behavior, moral values

RECOMMENDATIONS TO DEVELOP TEACHING METHODS IN MEDICAL SCIENCES

The rapid advancements in medical sciences necessitate continuous updates in teaching methods to ensure that healthcare professionals are adequately prepared to meet the demands of modern medicine. Traditional lecture-based teaching, though foundational, is increasingly supplemented by innovative pedagogical strategies designed to enhance student engagement, critical thinking, and practical skills. This paper outlines key recommendations for developing effective teaching methods in medical sciences, emphasizing the integration of technology, active learning, and interprofessional education. First, the incorporation of simulation-based learning and virtual reality can provide immersive, hands-on experiences, allowing students to practice clinical skills in a safe, controlled environment. Second, the use of problem-based learning (PBL) and case-based discussions promotes critical thinking and clinical reasoning, shifting the focus from rote memorization to the application of knowledge in real-world scenarios. Third, flipped classrooms—where students engage with theoretical content before class and use classroom time for discussion and problem-solving—foster active learning and student-centered education. Additionally, incorporating interprofessional education encourages collaboration among medical, nursing, and allied health students, reflecting the team-based approach required in modern healthcare settings. Finally, continuous assessment and feedback, facilitated by digital tools, allow for personalized learning pathways and early identification of knowledge gaps, enabling targeted interventions. In conclusion, adopting a multi-faceted approach to teaching in medical sciences—one that embraces technology, active learning, and collaborative education—can improve both the learning experience and the competency of future healthcare professionals. These recommendations aim to produce graduates who are not only knowledgeable but also skilled in critical thinking, decision-making, and teamwork, ultimately improving patient care outcomes.

A Comparative Study on Student Engagement and Achievement in Online Versus Traditional Classroom Instruction

Abstract : The different points related to the study topic and Vygotsky's theory have been stated. The transition of traditional learning to digital learning has faced great changes mainly in this time of pandemic. The primary data collection process, descriptive method, and deductive approach of research have followed here. SPSS and ANOVA, frequency analysis, and correlation have been done here. Data has been gathered from different 55 students with 13 questions and their analysis is been stated here. The interpretation of data has been done with SPSS in this part. A comparison of the literature review and the relation between the results that are collected are analysed in this part. Thus, it can be concluded that the traditional learning practice created more impact on the engagement of students. The online teaching process has made less engagement in comparison with the traditional process. Students who wished to attend international classes but could not go to the places are taking online classes from home. Nevertheless, the relationship between the teacher and the student and their successes are hindered here so much so. Keywords : Traditional, online, teaching, teachers, students, face-to-face connection, digital, engagement.

BALANCING TRADITION AND TECHNOLOGY: A COMPARATIVE STUDY ON VOCABULARY ACQUISITION IN INTERMEDIATE ENGLISH LEARNERS

This study explores the effectiveness of traditional and technological methods in vocabulary acquisition among intermediate-level English learners. A mixed-methods approach was used, combining quantitative data from pre-tests, weekly exams, and post-tests with qualitative insights gathered from surveys and interviews. Over a six-week period, 30 students participated in lessons utilizing both traditional teacher-led instruction and technological tools such as mobile apps and digital flashcards. The results revealed that while the traditional group showed steady but moderate improvement, the technological group experienced more rapid and significant gains in vocabulary retention. Interviews with participants highlighted the strengths and challenges of both methods, emphasizing the need for a blended learning approach. This study suggests that combining traditional and technological methods can offer a more comprehensive and effective learning experience, catering to diverse learner preferences and enhancing overall vocabulary retention.

The effect of web based and traditional self breast examination education on nursing students’ knowledge, skills and self-directed learning skills: A randomised controlled study

AimThe aim of this study is to examine the effect of web based self-breast examination education on nursing students’ knowledge, skills, and self-directed learning skills in self-breast examination. BackgroundBreast cancer is the most prevalent type of cancer among women, mortality rates are still high today. It is critical to improve the knowledge and skills and raise the self-awareness and health consciousness of individuals and society about self-breast examination, which is important in the early diagnosis of breast cancer, in order to lower mortality rates. Accordingly, one of the basic nursing skills aimed to be acquired by nursing students future nursing professionals is a self-breast examination. DesignThis study was conducted with a randomised, controlled, and experimental trial. MethodsA total of 90 students were included in the study: the intervention group (n=43) and the control group (n=47). Intervention group students participated in web-based SBE Education.Control group students participated in SBE Education based on a traditional learning model.A Student Information Form, the Self-Breast Examination Knowledge Test, the Self-Breast Examination Skill Rubric, and the Self-Directed Learning Skills Scale were used in the study. Descriptive statistics, Mann-Whitney U test, and Wilcoxon test were run to analyse the data. ResultsIt was observed that the control group had a higher score in self-breast examination knowledge than the intervention group during the intervention period and the follow-up period after 15 days. No difference was noticed between the groups after the intervention for self-breast examination skill score, but the intervention group had a higher score than the control group for self-breast examination skill during the follow-up period after 15 days. No significant difference was noted between the groups for self-directed learning scores. This result validated hypothesis H4. This result refuted hypothesis H1, H2, H3, H5. ConclusionsWeb based education on self-breast examination improves students’ breast self-examination skills and self-directed learning skills, but not their knowledge level of self-breast examination.

Development and evaluation of a collaborative reflection-based debriefing strategy for simulation-based education using virtual simulations in practical nursing: A randomized controlled trial

AimTo develop and validate a debriefing strategy for simulation-based education in practical nursing that fosters collaborative reflection and enhances nursing competencies. The study assesses the effects on knowledge, problem-solving skills, self-confidence in clinical decision-making, reflective thinking and student satisfaction. BackgroundAdvancements in medical technology and the evolving healthcare landscape have increased nurses’ expectations, prompting nursing education to emphasize practical skills in addition to theoretical knowledge. The shortage of clinical practice wards, increased nursing school enrollments and a focus on patient rights have expanded traditional simulation-based education to include virtual clinical scenarios. MethodA randomized controlled trial was conducted with 66 fourth-year nursing students (34 in the experimental group and 32 in the control group) at Dongseo University, Pusan, Republic of Korea (IRB No. 2021-023-HR-02). The collaborative reflection-based debriefing comprised four phases: pre-debriefing, emotional relief, exploration of alternatives and expansion of thinking. The experimental group had three intervention sessions; the control group underwent individual debriefing after completing a structured reflective questionnaire. Outcomes were assessed post-intervention and at four and eight weeks. Data were analyzed using independent t-tests and repeated-measures analysis of variance (mixed model). ResultsThe experimental group exhibited significantly greater improvements in knowledge, problem-solving skills, self-confidence in clinical decision-making, reflective thinking and satisfaction than the control group. ConclusionCollaborative reflection-based debriefing in simulation-based education can improve the nursing competency required in clinical settings.

Effect of concept mapping education on clinical decision-making in nursing students: A randomized controlled trial

Clinical decision-making is a critical and essential skill in clinical care. Nurses' proficiency in proper clinical decision-making significantly improves the quality of nursing care. As an active learning approach, concept mapping education plays a vital role in deep learning and applying critical thinking skills in clinical decision-making. This study aimed to investigate the impact of concept mapping on clinical decision-making in nursing students. The study was an experimental design with two groups, where participants were randomly assigned to the test group (25 students) or the control group (25 students). Data were collected using the clinical decision-making questionnaire. Based on relevant literature, the test group participated in eight concept mapping sessions lasting 60 to 90 minutes each, while the control group received traditional lecture-based education. Covariance analysis, excluding the effect of the pre-test, showed no significant difference (P=0.86, eta=0.01). Still, a paired t-test revealed a significant difference in the test group before and after the intervention (P<0.01). The results demonstrated that concept mapping education enhances clinical decision-making. Therefore, this teaching method, which promotes students' reflection, creativity, and decision-making skills, is recommended in nursing education. Concept mapping is an effective, innovative, and cost-efficient educational strategy.

Cognitive health outcomes of fundamental motor skill applications in children through cooperative learning method

BackgroundPrevious research has suggests that cooperative learning methods and the development of fundamental motor skills support children's cognitive development, and further studies covering various aspects are recommended. In this study, as an alternative to traditional physical education classes including fundamental motor skill activities, we investigated the impact of cooperative learning methods incorporating these skills on children's visual-motor integration and selective attention.MethodsA total of 60 boy children in the 10–11 age range were included in the study. Groups; classical method (10.95 ± 0.58age), and cooperative learning group (10.91 ± 0.42age). The study spanned a total of 24 physical education class hours. While the classical method group continued to attend physical education lessons with an FMS-based prepared program for 8 weeks, cooperative learning group participated in an FMS-based program prepared according to the cooperative learning method (40min/3days/8weeks).At the beginning and end of the study, children underwent the Bender-Gestalt test and the d2 test of attention.ResultsWithin-group pre-post test comparisons revealed improvement in visual-motor integration and selective attention for both the classical method and cooperative learning groups. In between-group post-test comparisons, the cooperative learning group demonstrated greater improvement in visual-motor integration and selective attention parameters compared to the classical method.ConclusionThe results support increasing the inclusion of fundamental motor skill activities in physical education classes and advocating for the use of cooperative learning methods in these classes. Enhancements in visual-motor integration and selective attention may contribute to children forming quality relationships, enjoying activities, learning stress management, and developing as a group.

Comparison of the experience of using digital games in mathematics education in Ukraine and Israel

Abstract The study examined the opinion of school students regarding the expediency and possibilities of using digital mathematical games in the process of teaching mathematics, and also carried out a comparative analysis of the results of the research conducted in Ukraine and Israel. The issue of the distribution of digital mathematical games in Ukraine and Israel was studied, and it was found out which digital mathematical games are the most popular in the process of teaching mathematics to students in schools in these countries. It was found that the vast majority of students from these countries played digital mathematical games. In the study of students’ interest in playing digital mathematical games, the questions were whether students played digital mathematical games, whether their mathematics teachers used digital mathematical games in mathematics lessons, whether students would like to use digital mathematical games when learning mathematics at school. Also, most students responded that their teachers used digital math games in math lessons and would like their teachers to continue using them. However, despite a relatively high percentage of students who are interested in using digital math games in math lessons, there are students who consider traditional math lessons to be more appropriate. It was established that there is a statistically significant difference between the results of a survey of schoolchildren in Ukraine and Israel regarding the expediency of using mathematical digital games in teaching mathematics: with a probability of 95% more surveyed schoolchildren in Ukraine (9.6%) are supporters of traditional teaching of mathematics (without the use of digital games), compared to 2.4% of surveyed schoolchildren in Israel. The statistical significance of the differences in the answers of students of the schools of these countries was checked using the ϕ*-Fisher criterion. As a result of the research, it was found that the interest of schoolchildren of both countries in the use of digital mathematical games in the learning process is growing. Almost half of the respondents in these countries expressed the opinion that they would be interested in learning more about digital math games and trying to play them. However, there remain a number of unresolved important issues related to the methodology of this process, including didactic ones.

The Efficacy of High-Fidelity Telesimulation in Preparing Nursing Students for Emergency and Critical Patient Care: A Prospective Study.

High-fidelity telesimulation can address the gap in nursing education caused by the pandemic by providing a simulated environment for students to practice skills that closely mimic real-life scenarios. This study was designed to determine the effect of a high-fidelity telesimulation teaching program on emergency and critical patient care-related knowledge, self-confidence, and critical thinking skills in nursing students. This randomized, single-blind controlled study was conducted on a sample of 84 nursing students who were evaluated using pretest and posttest measurements. The participants were randomized into a control group ( n = 43) and an experimental group ( n = 41). The control group received an in-person traditional teaching program, and the experimental group was taught using a high-fidelity telesimulation program. During the high-fidelity telesimulation, synchronous online tutorial learning and telesimulation were conducted every 100 and 300 minutes. The experimental group program included a lecture, simulation teaching videos, and demonstrations related to endotracheal intubation, 12-lead electrocardiography, protective clothing, and hybrid telesimulation learning. In each subgroup, the students executed a single high-fidelity telesimulation scenario in which they were assigned individual roles. The students in the other subgroups served as observers and engaged in the synchronous online debriefing. Teaching efficacy was evaluated using an objective structured clinical examination and a questionnaire designed for emergency and critical patient care. In the experimental group, levels of knowledge and self-confidence as well as critical thinking skills related to emergency and critical patient care were significantly higher than in the control group ( p < .05). High-fidelity telesimulation teaching is a feasible and reliable alternative to conventional in-person simulation for nursing students, particularly in situations where traditional clinical experiences are not possible.

The Application of Case-Based Learning (CBL) Combined with PDCA Cycle in the Clinical Teaching Practice of Breast Ultrasound in Standardized Residency Training

Background: The integration of case-based learning (CBL) with the plan-do-check-act (PDCA) cycle has potential benefits for clinical education, yet its efficacy in ultrasound residency training, particularly for breast ultrasound, requires evaluation. Aim: This study aimed to assess the impact of a combined CBL and PDCA cycle teaching model on the clinical thinking and skills of ultrasound residents compared to traditional teaching methods. Methods: A comparative study was conducted at Sichuan Provincial People’s Hospital’s ultrasound medicine base, from August 2020 to June 2023, focusing on residents in training. Sixty-one trainees were randomly divided into two groups: a joint group (n = 31) taught using a PDCA cycle-based model integrated with CBL and a traditional group (n = 30) taught with conventional methods. Both groups underwent a 20-hour course and were subsequently evaluated on theoretical knowledge, clinical thinking, and skills. Comparative statistical analysis was performed to evaluate the performance differences between the two groups. Results: The joint group demonstrated significantly better clinical thinking and skills operation than the traditional group (P &lt; 0.05). No significant difference was observed between the groups regarding theoretical knowledge (P &gt; 0.05). Conclusions: The combined CBL-PDCA cycle teaching mode significantly enhances the clinical thinking abilities and operational skills of residents in breast ultrasound training. This innovative approach shows promise as an effective educational strategy to foster intrinsic motivation and higher order learning capabilities among ultrasound residents.

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.

Teaching first-degree equations to students with dyslexia

The teaching of first-degree equations is a key point in secondary school curricula and requires the careful planning and selection of appropriate teaching materials. On the other hand, dyslexia, a specific learning disability, is increasingly common in the classroom. Thus, in the context of inclusion, the teaching methodology used by the mathematics teacher to present the concept of equation is a crucial factor for ensuring the equal and active participation of all students in the educational process. In this article, we present a two-month teaching intervention on first-degree equations that we carried out with forty students with dyslexia randomly divided into two classes, who were attending a special vocational high school in Greece. In one group, we used manipulative materials, while in the other group, we used traditional teaching methods. The results, which are derived from a combination of quantitative and qualitative methods, showed that the students in the first group achieved better results in the final test than did the students in the second group, while at the same time, they showed increased engagement in the learning process and, to some extent, improved their social skills and gained confidence.

Student Ultrasound Education, Current Views and Controversies; Who Should be Teaching?

Acquiring diagnostic ultrasound competencies and skills is crucial in modern health care, and achieving the practical experience is vital in developing the necessary anatomy interpretation and scan acquisition skills. However, traditional teaching methods may not be sufficient to provide hands-on practice, which is essential for this skill acquisition. This paper explores various modalities and instructors involved in ultrasound education to identify the most effective approaches. The field of ultrasound instruction is enriched by the diverse roles of physicians, anatomists, peer tutors, and sonographers. All these healthcare professionals can inspire and empower the next generation of ultrasound practitioners with continuous training and support. Physicians bring their clinical expertise to the table, while anatomists enhance the understanding of anatomical knowledge through ultrasound integration. Peer tutors, often medical students, provide a layer of social congruence and motivation to the learning process. Sonographers provide intensive practical experience and structured learning plans to students. By combining different instructors and teaching methods, success can be achieved in ultrasound education. An ultrasound curriculum organized by experts in the field can lead to more efficient use of resources and better learning outcomes. Empowering students through peer-assisted learning can also ease the burden on faculty. Every instructor must receive comprehensive didactic training to ensure high-quality education in diagnostic ultrasound.

The Impact of AI on Enhancing Students’ Intercultural Communication Competence at the University Level: A Review Study

This systematic review explores the transformative role of Artificial Intelligence (AI) and Information and Communication Technologies (ICT) in enhancing intercultural communication competence (ICC) at the university level. As AI increasingly integrates into educational settings, its potential to revolutionize student learning and cultural interactions is profound. The review synthesizes findings from 11 empirical studies conducted globally, assessing the impact of AI-driven tools, such as chatbots and virtual reality simulations, on students' ability to handle cultural differences. While AI offers significant benefits in personalizing learning and fostering immersive cultural experiences, challenges remain, particularly in ensuring cultural sensitivity and addressing inequalities in technology access. The review stresses the need for careful integration of AI in education, cautioning the audience about potential pitfalls and emphasizing the importance of human oversight to reduce biases and enhance cultural understanding. The pedagogical implications stress the importance of blending AI with traditional teaching methods to create inclusive learning environments that prepare students for globalized society's demands. The review also identifies areas for future research, including the long-term impact of AI on ICC and the ethical considerations surrounding AI use in education. In the end, this study contributes to the ongoing discourse on AI's role in shaping the future of intercultural education.

An Empirical Analysis of Outcome- Based Education Research

Outcome-based education (OBE) is an educational approach that focuses on what students should know and be able to do at the end of a learning process, rather than focusing solely on what content is taught or how it is delivered. OBE emphasizes clearly defined learning outcomes or competencies that students are expected to demonstrate. These outcomes are often referred to as "Competency Outcomes, Performance Outcomes" (COPO). COPO attainment refers to the achievement of these competency outcomes by students. In an outcome-based education framework, educators design curriculum, instruction, and assessment around these desired outcomes. This means that the curriculum is structured to ensure that students acquire the necessary knowledge, skills, and attitudes to achieve the specified outcomes. This paper describes improvement in CO-PO attainment and is successfully implemented for one of the core subject “BBA105- Financial Accounting and Analysis ” for BBA students at Maharaja Agrasen Institute of Mangement Studies, Rohini, Delhi. One of the best ways to present any course in easy manner for students is achieved by Outcome –Based Education (OBE).OBE definitely builds complete knowledge by simplifying complex topics into small steps by applying OBE Methodologies. The attainment of the skills by the students are measured based on the Program Outcomes (PO’s) specified by the accreditation bodies. Defining the Course Outcomes (CO’s), CO-PO attainment, will modify the traditional teaching methodology to a well planned self- learning and scored good results too that is explained in this paper.

The Development Of Learner’s Self-Concept As A Function Of Education Quality In Secondary Schools In The Drc

Many schools in the Democratic Republic of Congo face the challenge in fostering educational quality due to learner’s negative self-concept. The use of traditional teaching methods and destructive feedback provided by most of teachers to learners greatly reduces learners’ self-concept in secondary schools, leading to failure and school dropout. However, scientific discourses in education reveals that learner’s self-concept is a key fact resulting to the learner’s motivation to learn. Learner’s self-concept is relevant at secondary school level in enhancing education quality, especially when it leads learner’s better outcomes. The present article reflects the role of the learner’s self-concept and some strategies to develop it at secondary school level for educational quality attainment in DRC