Traditional Teaching Methods Research Articles

Effects of Game-Based Mathematics Learning on Students’ Academic Achievement

In the evolving landscape of education, creative ways to improve student engagement and academic performance are being investigated more and more. Because traditional teaching approaches frequently fail to hold students' attention, educators are forced to look for substitutes that can create a more dynamic and engaged learning environment. Amidst this change, there has been an increase in interest in methods that enhance academic performance while also making learning fun. This study looks into the effects of game-based learning on the academic achievement of Grade 8 students in Mathematics at the University of La Salette High School. Employing a Quasi-experimental design, specifically the pretest-posttest control group design was adopted using two intact groups. A total of 79 students, divided into control (38 students) and experimental (41 students) groups, participated in the study. The control group received instruction through traditional teaching methods such as board works, seat works, assignments and weekly quiz, while the experimental group engaged in various teacher-made, non-digital mathematical games such as games such as Probability Trio: A Three-Game Challenge, Case Quest: The Million Peso Challenge derived from deal or no deal gameshow, Card Category Conundrum, a card game activity and more activities. The main instrument used in this research is a 50-item researcher-made Mathematics Achievement Test. The test underwent a series of steps of validation and the reliability coefficient was also determined (KR-20 = 0.9141). Statistical analysis included paired samples t-tests, independent t-tests, and Cohen’s D to determine significant differences in mean scores and the effect size of the game-based strategy. Results indicated that both groups showed progress from their pretest to posttest scores; however, the experimental group demonstrated a significantly higher average gain of 7.1 compared to the control group's gain of 3. This suggests that game-based learning positively impacts students' mathematical achievement. Pretest scores were comparable between groups, but posttest results revealed a substantial difference favoring the experimental group. The findings highlight the effectiveness of game-based learning in improving academic achievement, with a large effect size indicated by Cohen's D. In light of these findings, the study recommends that mathematics educators integrate game-based activities into their instruction to enhance student performance and confidence in Mathematics. Continuous updating of activities, curriculum development that incorporates game-based learning, and professional development for educators are also advised. Engaging parents in supporting game-based learning at home and conducting further research with larger sample sizes to explore digital game effects are suggested for future studies.

Flipped Classrooms: Addressing Students Participation and Preparedness

The flipped classroom concept has gained attention in recent years as a modern pedagogical approach that offers an alternative to traditional teaching methods. While the flipped classroom model represents a significant shift in teaching strategies, its effectiveness in promoting active student participation and engagement cannot be guaranteed. The widespread use of mobile phones and computers has had a negative impact on digital learners, leading to a decline in the review of pre-class materials among higher education students. This paper critically examines the potential of the flipped classroom as an active learning strategy and raises questions about its effectiveness in meeting students' diverse needs. Results indicate that the flipped classroom teaching approach enhances student engagement and academic achievement. However, the effectiveness of this method hinges on digital learners adapting their study habits. A significant number of students fail to review course materials outside of class due to their reliance on digital tools, resulting in reduced pre-class preparation and fewer active participants in classroom discussions.

Digital Game Based Learning (A Literature Review)

Game Base Learning (GBL) has gained a lot of attention in the field of Instructional Design and Technology (IDT). The increased adoption levels in institutions and complex organizations have led to the growth of studies around the area with the goal of assessing their effectiveness in the learning process. This descriptive paper conducts an analysis of GBL as a learning process and the issues involving the IDT. The information is gathered from secondary sources where a systematic review of previous literature is conducted, was used to provide general knowledge about GBL. Particularly, the main issues addressed by this descriptive paper include overview of GBL, brief history of the concept, benefits, drawbacks, and successes addressed by current studies. Overall, GBL has become a significant area of interest in IDT in the world today. Most educational institutions and corporations are adopting this concept in their learning process due to its numerous benefits. Some of the benefits include development of cognitive skills, motivation during learning process and helping learners to gracefully accept failures. The findings indicate that most users and implementers of GBL decide to focus on the benefits in spite of various criticisms. Also, experts continue to support the concept as an alternative learning approach to the traditional methods of teaching.

The application effect of the segmented teaching method in training medical students on clinical practice skills

BackgroundThe surgical clinical practice skill training is an important part of medical undergraduate education. Surgical skills are complex and difficult to master. However, the traditional teaching method has some disadvantages, for example, low student participation, weak learning atmosphere, inadequate mastery of the subject matter. We innovatively put forward the segmented teaching method in the field of clinical practice skills training. The segmented teaching method refers to dividing a specific teaching content into several relatively independent parts and providing segmented practice for each part. This approach enhances students’ learning outcomes.The aim of this controlled study is to investigate the effects of the segmented teaching methods on clinical practice skills training in medical students.Methods31 medical students participating in clinical practice skill training at The First Affiliated Hospital of University of South China from March to April 2024 were randomly assigned to either the experimental group (n = 16) receiving segmented teaching method or the control group (n = 15) receiving traditional teaching method. After completion of practical exercises, both groups underwent operational assessments, theoretical assessments, Mini-Clinical Evaluation Exercise (Mini-CEX), and Student Evaluation of Educational Quality (SEEQ) for teaching quality evaluation. A comparative analysis of the results between the two groups was conducted.ResultsAfter implementing the program, there were no statistically significant differences (P > 0.05) between the experimental and control groups in theoretical assessment scores, Mini-CEX clinical judgment scores, and SEEQ teaching quality evaluation scores. However, compared to the control group, the experimental group demonstrated better operational assessment scores, higher Mini-CEX scores in history taking, physical examination, professionalism, doctor-patient communication, organizational efficiency, and comprehensive abilities, with statistically significant differences (P < 0.05).ConclusionThe application of segmented teaching method in clinical practice skill training for medical students yields favorable training outcomes.

Meningkatkan Hasil Belajar Siswa dengan Model Problem Based Learning (PBL) pada Materi Kesetraan Laki-Laki dan Perempuan Kelas 10 di SMA Katolik Cinta Kasih Kota Tebing Tinggi

This study aims to improve student learning outcomes at SMA Katolik Cinta Kasih in Tebing Tinggi through the application of the Problem-Based Learning (PBL) model. The background of this research is based on the issue of low student success rates in conventional learning, characterized by a lack of active participation and understanding of concepts. PBL was chosen as it encourages students to be more critical, analytical, and independent in solving real-world problems. This research employed a quasi-experimental approach, involving two classes as samples. The results showed that the implementation of PBL significantly improved student learning outcomes compared to traditional teaching methods. Additionally, PBL was proven effective in increasing student motivation and engagement during the learning process. Therefore, PBL is recommended as a learning strategy to enhance student success at SMA Katolik Cinta Kasih, Tebing Tinggi in catholic Religius Education subject.

Overcoming Academic Writing Challenges: English Language Learning Strategies for Chinese International High School Students in Blended Learning Environments

With the increasing globalisation and the integration of blended learning models, academic English writing has become a critical skill introduced at the high school level. This study investigates how Chinese international high school students develop and apply effective English language learning strategies to address the specific challenges of academic English writing in a blended learning environment that combines offline EFL (English as a Foreign Language) and online ESL (English as a Second Language) instruction. Utilising a qualitative research design, three participants in this special blended learning environment are selected as specific cases. Data were collected through semi-structured interviews, student learning logs, and classroom observations. Findings reveal that students employ a combination of cognitive, metacognitive, and social strategies to address issues in this special blended learning environment. The study underscores the importance of integrating technology with traditional teaching methods, highlighting the effectiveness of blended learning in supporting students' academic writing. These insights offer valuable guidance for educators in enhancing teaching practices and for policymakers in designing supportive educational frameworks.

Accessibility Challenges of Using Podcasts and Vodcasts in a South African Distance Learning University

Academic writing presents a range of challenges for students, particularly those enrolled in distance university institutions. These challenges encompass various facets such as understanding citation and referencing, developing a distinctive writer’s voice, mastering academic discourse, paraphrasing, summarising, and adhering to academic conventions. Notably, deficiencies in academic writing skills often trace back to inadequate preparation during high school education, potentially leading to qualification deferment and high dropout rates. To tackle these challenges, podcasts and vodcasts emerged as essential tools to bridge academic gaps, catering to diverse learning styles and offering flexibility beyond traditional teaching methods. However, the efficacy of supplemental multimedia tools warrants exploration, considering uncertainties regarding student acceptance. Thus, this study aimed to identify accessibility challenges, to reduce existing barriers and enhance accessibility in open distant institutions. Utilising qualitative research methodologies, including focus group discussions and literature analysis, data collection was conducted. The study drew upon Moore’s theory of transactional distance and Garrison et al.’s community of inquiry framework to create collaborative online interactions and meaningful lecturer-student engagement, culminating in the construction of new knowledge. Findings revealed that students did not encounter accessibility challenges and expressed preference for shorter podcasts and vodcasts. These multimedia formats alleviated boredom, clarified complex concepts, prevented monotony, enhanced attention and comprehension, stimulated interest, facilitated active learning, and accommodated various learning styles. Podcasts and vodcasts reduced transactional distance and created a sense of community. Contrary to prevailing literature, students did not encounter accessibility challenges, shifting the focus towards shorter, high-quality multimedia content rather than accessibility concerns.

Potenciar as práticas pedagógicas dos docentes e tutores de Enfermagem na Prevenção de Infeções Associadas aos Cuidados de Saúde: Estudo Piloto PrevInf

Background: Healthcare-associated infections (HAIs) pose a significant challenge in Southeast Asia. Despite various reforms in the curricula of this region, health courses have not adequately addressed the prevention of HAIs. Objective: To evaluate the perceptions of nursing educators in Southeast Asia regarding an innovative educational approach developed by the PrevInf project consortium. Methods: A pilot study was conducted using a quantitative approach and descriptive design at two universities in Cambodia and two in Vietnam. Nursing educators were invited to participate in a training session that included a presentation of the PrevInf Model, the pedagogical materials, and the simulation scenarios developed by the project consortium. After the session, the nursing educators completed a questionnaire to assess their agreement with a set of statements concerning the outputs’ feasibility, adequacy, and applicability. Results: The study included 121 nursing educators who reported high agreement regarding the feasibility of the PrevInf Model and its acceptability in various contexts, with no statistically significant differences observed between countries. Across both countries, participants expressed moderate to high agreement that the simulation scenarios represent an appropriate pedagogical strategy and adequately cover essential topics related to the prevention of HAIs. Conclusion: Nursing educators believe that the PrevInf Model, along with its pedagogical materials and simulation scenarios, demonstrates high adequacy, acceptability, and feasibility, with the potential to enhance students' knowledge and skills in HAI prevention. Further research is needed to refine the cultural relevance of the PrevInf Model when compared to traditional teaching methods.

Remodeling Classroom Management Through Technology Driven Curriculum In Nigeria: A Sociological Analysis

Remodeling the classroom management through technology driven curriculum will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Nigeria, Remodeling the classroom management through technology driven curriculum is considered as one of the main elements in transforming the country to the future development. The conceptual clarification utilizes the remodeling of the classroom management, technology, and education as the tools affecting remodeling classroom management through technology driven curriculum in Nigeria. The theoretical perspectives that is used for the paper is Humanist choice theory by William Glasser in the year 1998. The concept of remodeling classroom management and relevance of technology driven curriculum in Nigeria is the basic or fundamental impact to the success of this paper. The Ministry of Education, through the latest Education Blue print (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study of the paper aims to analyze teachers’ perceptions on effectiveness of upgrading the classroom management through technology driven curriculum to support teaching and learning process in classroom. The results indicate that remodeling the classroom through technology driven curriculum has a great effectiveness for both teachers and the students. Findings indicate that teachers’ well-equipped preparation with technology driven curriculum tools and facilities is one the main factors in success of technology-based in remodeling the classroom management for sound teaching and learning. It was also found that professional development training programs for teachers also played a key role in enhancing students’ quality learning. For the future studies, there is a need for consideration of other aspects of remodeling classroom especially from management point of view in regard to strategic planning and policy making through technology driven curriculum.

Cognitive and sociocultural dynamics of self-regulated use of machine translation and generative AI tools in academic EFL writing

With emerging artificial intelligence (AI) technology, language education has become an increasingly dynamic field where traditional teaching methods intersect with rapidly evolving digital tools, transforming the way English as a Foreign Language (EFL) is taught and learned. This study examines the intersection of cognitive processes and sociocultural contexts in English as a Foreign Language (EFL) classrooms, focusing on 79 learners enrolled in a compulsory EFL course at a Japanese university and their self-regulated use of AI tools like ChatGPT and Google Translate for writing tasks. Employing a mixed-methods approach, this study investigates learners' evolving perceptions and highlights the interplay between their cognitive engagement and sociocultural interactions within the classroom setting. Quantitative data from pre- and post-surveys reveal learners’ attitudes towards AI-assisted writing, while qualitative insights are drawn from their self-reported experiences. Findings indicate that while the students perceived that their writing outcomes have improved by using AI tools for editing, the role of instructors for providing proper guidance and training on the technology, as well as the collocative learning with peers cannot be replaced by the AI tools.

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.

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

THE ROLE OF NEUROPEDAGOGY IN TEACHING PRIMARY CLASS STUDENTS TO READ AND UNDERSTAND TEXT

This study explores the impact of neuropedagogy on reading and text comprehension among elementary school students. Neuropedagogy integrates insights from neuroscience with traditional educational practices, aiming to enhance cognitive engagement and learning efficiency. The research involved a controlled experimental design with two groups: one receiving traditional teaching methods and the other exposed to neuropedagogical strategies. Results indicate significant improvements in the neuropedagogy group, with enhanced reading speed, comprehension, and cognitive reflection. These findings suggest that tailored educational approaches that align with neurocognitive development can significantly improve elementary students' literacy skills.

Impact of Digital Empowerment on University Performance: Evidence from Northern Border University in Saudi Arabia

The COVID-19 pandemic, known as Covid-19, has caused unprecedented disruption in global education systems, impacting approximately 1.6 billion students across over 190 countries and affecting universities and other educational institutions profoundly. In response to this crisis, educational institutions have increasingly turned to technological advancements and the implementation of distance learning and e-learning platforms as viable alternatives to traditional educational methods. This shift has necessitated faculty members to assume new roles, managing educational processes through virtual classrooms, taking part in remote collaboration in interdisciplinary teams and making decisions pertaining to distance education. The implementation of digital empowerment in educational settings is contingent upon these endeavors. The purpose of this research is to evaluate the effect of digital empowerment on institutional performance at universities. In order to do this, 320 people, or 23% of the study population, responded to a questionnaire that was issued to 1,358 faculty members in order to test a number of hypotheses. Multiple regression analysis results show that 40.2% of the variance in institutional performance may be explained by digital empowerment and the five sub-variables it was explored in this study. This emphasizes how important digital empowerment is for improving university operations, especially at Northern Border University. Keywords: Remote learning, digital learning platforms, and academic institutions

Transformative Impacts of Technological Advancements in English Language Teaching: A Comprehensive Analysis within the TESOL Context in Duhok City, Iraq

This comprehensive research was conducted in Duhok City, Iraq, encompassing both university and high school levels in the academic year 2022-2023. The primary objective was to thoroughly examine the influence of technology on English language teaching and learning. Employing a historical analysis, this study traced the evolution of technology within the realm of English language education while meticulously scrutinizing its advantages and potential challenges. Participants encompassed a diverse group, comprising university students and teachers, as well as high school teachers and students. Through rigorous investigation, the research sought to shed light on effective strategies for integrating technology into TESOL (Teaching English to Speakers of Other Languages) classrooms, with the overarching aim of enhancing language proficiency and communication skills. The study underscored the critical significance of striking a harmonious balance between technology and traditional teaching methods. This thoughtful integration was found to hold the potential for positively transforming students' language acquisition experiences. By strategically incorporating multimedia resources and cutting-edge tools, this research succeeded in enriching the landscape of English language learning. The result was a more engaging, dynamic, and immersive educational environment. While the abstract outlines the study's participants and the period during which it was conducted, it does not specify the exact tools or methods used for data collection and analysis. Furthermore, the abstract does not provide specific findings or outcomes of the research, focusing instead on the broader implications and significance of the study for educators, policymakers, and stakeholders involved in language education in Duhok City, Iraq, and beyond.

Developing Questionnaires for the Technology Acceptance Model (TAM): A Study on the Teachers’ Acceptance of Using Online Education

Since the Movement Control Order (MCO) in 2020, Malaysia's Ministry of Education (MOE) has recommended online learning sessions. Traditional teaching methods need to be replaced with more modern approaches. This change allows students to participate in distance learning, making online learning more widely accepted in education. However, the challenges of online communication have intensified due to the pandemic. Some teachers may find the complexity of online platforms an obstacle and may use this as an excuse to avoid using technology. Another issue is the lack of computer proficiency, which can create a fear of technology. Additionally, the convenience of learning from any location at any time should be considered. Previous studies have shown that user motivation plays a crucial role in accepting technology. This study aims to develop an instrument that measures teachers’ acceptance of online learning based on the Technology Acceptance Model (TAM). The article will focus on developing a questionnaire to assess the following variables: teacher’s Perceived Usefulness, Perceived Convenience, Perceived Ease of Use, Attitude, Intention to Use, and Usage Behaviour in accepting technology. The study used a quantitative approach. The pilot test was conducted on the instrument for 40 secondary school teachers in Perak. The data were analysed both descriptively and inferentially. The reliability and validity results were significant and are expected to aid future researchers in developing better assessment tools. Keywords: Instrument development, questionnaire, Technology Acceptance Model, teachers’ acceptance, online education.

Transformative Impacts of Technological Advancements in English Language Teaching: A Comprehensive Analysis within the TESOL Context in Duhok City, Iraq

This comprehensive research was conducted in Duhok City, Iraq, encompassing both university and high school levels in the academic year 2022-2023. The primary objective was to thoroughly examine the influence of technology on English language teaching and learning. Employing a historical analysis, this study traced the evolution of technology within the realm of English language education while meticulously scrutinizing its advantages and potential challenges. Participants encompassed a diverse group, comprising university students and teachers, as well as high school teachers and students. Through rigorous investigation, the research sought to shed light on effective strategies for integrating technology into TESOL (Teaching English to Speakers of Other Languages) classrooms, with the overarching aim of enhancing language proficiency and communication skills. The study underscored the critical significance of striking a harmonious balance between technology and traditional teaching methods. This thoughtful integration was found to hold the potential for positively transforming students' language acquisition experiences. By strategically incorporating multimedia resources and cutting-edge tools, this research succeeded in enriching the landscape of English language learning. The result was a more engaging, dynamic, and immersive educational environment. While the abstract outlines the study's participants and the period during which it was conducted, it does not specify the exact tools or methods used for data collection and analysis. Furthermore, the abstract does not provide specific findings or outcomes of the research, focusing instead on the broader implications and significance of the study for educators, policymakers, and stakeholders involved in language education in Duhok City, Iraq, and beyond.

COMPARATIVE ANALYSIS OF FOREIGN EXPERIENCE IN IMPLEMENTING PSYCHOLOGICAL AND PEDAGOGICAL GUIDANCEFOR SOFT SKILLS DEVELOPMENT OF UNIVERSITY STUDENTS

The article discusses modern methods and practices of psychological and pedagogical guidanceforthe soft skills development of students in higher educational institutions. With globalization and rapid technological progress, traditional teaching methods are becoming insufficient. The purpose of this study is to conduct a comparative analysis of modern methods and practices used in different countries, with the aim of adapting and introducing them into the higher education system of the Republic of Kazakhstan. The methodological basis of our research is a personal approach, which involves considering the individual characteristics of each student.The analysis of international experience revealed effective methods, such as emotional intelligence development, active learning, coaching and mentoring, project-based and problem-based learning, gamificationand the flipped classroom. These approaches demonstrate high effectiveness and can be adapted for use in the higher education system of the Republic of Kazakhstan. The introduction of these methods helps to improve the quality of education, improve the employment of graduates and their competitiveness in the labor market. Successful integration of these practices will require adaptation to local conditions and training of teachers, which will significantly increase the level of specialists’training in Kazakhstan.